SUMTER DISTRICT SCHOOLS...Portfolios may include, but are not limited to, results from Targeted...
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Leadership Development Program SUMTER DISTRICT SCHOOLS Effective July 1, 2012 Revised July 1, 2015
Transcript of SUMTER DISTRICT SCHOOLS...Portfolios may include, but are not limited to, results from Targeted...
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Leadership
Development
Program
SUMTER
DISTRICT
SCHOOLS
Effective July 1, 2012
Revised July 1, 2015
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SCHOOL BOARD MEMBERS
Kenneth P. Jones, Vice Chairman
Kathie Joiner
Haydn L. Evans, Chairman
Christine S. Norris
David A. Williams
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COMMITTEE MEMBERSHIP
Lisa Whitman, Senior Director, Human Resources, Policy, Planning, and School Operations
Dana P. Williams, Director, Professional Learning & Accountability
Helen Christian, Director, Elementary Education
Christina McKinney, Director, Secondary, Vocational and Post-Secondary
Allen Shirley, Principal, South Sumter Middle School
John Temple, Principal, Wildwood Elementary School
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Richard A. Shirley Superintendent of Schools
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Preface
The Florida Principal Leadership Standards (S.B.E. Rule 6A-5.080, F.A.C., Effective 12-20-11) were adopted to provide direction to the state and districts for the purpose of increasing student learning growth. The Standards are set forth in rule as Florida’s core expectations for effective school administrators. The Standards are based on contemporary research on multi- dimensional school leadership, and represent skill sets and knowledge bases needed in effective schools. The Standards form the foundation for school leader personnel evaluation (1012.34 F.S.), professional development systems, school leadership preparation programs, and educator certification requirements. There are ten (10) Standards grouped under four (4) domains of effective leadership. Each Standard has a title and qualifying characteristics that further clarify or define the Standard, so that the Standards may be developed further into leadership curricula and proficiency assessments in fulfillment of their purposes. Associated criteria reflected in statutory requirements of the William Cecil Golden Professional Development Program for School Leaders (section 1012.986 F.S.) and Approval of School Leadership Programs (S.B.E. Rule 6A-5.081), adopted by the Florida State Board of Education in May 2007 also provide directives for the Sumter School district Leadership Development Program. The dominate role of the principal is instructional leadership, but also crucial to overall success are organizational leadership and professional/ethical behaviors with all three unequivocally focused on continuous school improvement and student achievement. Emphasizing these roles, the Florida Principal Leadership Standards impact all principals, assistant principals, aspiring school leaders, school districts, colleges, and universities with educational leadership programs. Florida school leaders must possess the abilities and skills necessary to address their designated tasks in an effective manner. School leaders, commensurate with job requirements and delegated authority, shall demonstrate competence in the Florida Principal Leadership Standards. The Florida Principal Leadership Standards can be found on the following website: http://www.fldoe.org/teaching/professional-dev/the-fl-principal-leadership-stards
The Sumter School District’s Leadership Development Program is based upon the Florida Principal Leadership Standards that serve as the foundation for local recruitment, identification, screening, selection, appointment, professional development, and performance appraisal. Depicted in the graphic, the impact from the state to college and district programs is comprehensive. The college level program results in Educational Leadership Certification (Level I) while completion of the district program results in the designation for Level II School Principal Certification.
A collaborative, statewide network of professional leadership organizations supports high standards for principals as instructional leaders. The wealth of professional development resources includes the Florida Department of Education (FLDOE), Council for Educational Change (CEC), Florida Association of School Administrators (FASA), North East Florida Educational Consortium (NEFEC), Panhandle Area Educational Consortium (PAEC), Schultz Center/Crown Consortium, and the Southern Regional Education Board (SREB).
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The Florida Department of Education is promoting a comprehensive, uniform, statewide set of expectations to ensure that school leaders have background and support at the state and district levels to perform competently. The William Cecil Golden School Leadership Development Program provides Department of Education authority to approve educational leadership and school principal preparation programs in colleges of education and school districts. The website http://www.floridaschoolleaders.org coordinates leadership development and support tools/resources available through the program. Aligned with the Florida Principal Leadership Standards, the Florida School Leaders website offers high-quality, competency-based, customized, comprehensive, and coordinated statewide professional development for school leaders. It focuses on instructional leadership through the use of a Continuous Improvement Model that is cyclical in nature. The continuous improvement process is based on standards for high performing school leaders and focuses on instructional leadership, using data for effective decision-making, and key performance indicators for school leaders.
The William Cecil Golden School Leadership Professional Development Program is a network providing resources and support for Florida school leaders. The program supports three levels of leaders: teacher leaders striving for educational leadership certification, school leaders working toward school principal certification, and high performing leaders, mentors and coaches in their continued professional development. The program includes pre- and post- diagnostic evaluation instruments, an individualized professional development plan to facilitate attainment of the Florida Principal Leadership Standards, and a portfolio option. The program develops leaders in numerous ways.
Supports high quality reading, science, and mathematics instruction
Facilitates regional leadership training.
Offers customized leadership training. Supports leadership team academies, middle/high school principal leadership
academies, and assistant principal academies.
Sponsors statewide leadership conferences and regional drive-in “hot topics” sessions.
Provides web-based resources.
Provides ongoing mentoring and coaching
Supports the school leader’s attainment of standards
The Sumter School District’s Leadership Development Program is congruent with the values of the Florida Principal Leadership Standards. Within its program framework, pertinent issues are addressed, and current values of public schools are enhanced. There is respect for the individual, use of reason and intelligence, dignity of work, integrity and honesty, and a spirit of commitment shared by students, parents, teachers, school/district administrators, the superintendent, and Sumter County School Board members.
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Overview of Selection Process
This information is provided to present an overview of the Sumter School District’s selection process for
school-based principals, assistant principals and district-level administrators. The selection system has been
developed, adopted, and is continuously reviewed for alignment with state guidelines that will ensure a fair
and reliable process for the selection and appointment of qualified principals, assistant principals, and district
administrators.
Selection System Guidelines
The selection process for school-based administrators is consistent with the Florida Principal Leadership
Standards SBE Rule 6A-5.080.
Administrator Selection System Goal and Objectives
The selection system goal is to choose high performing leaders with the talent to build highly effective schools.
This goal indicates commitment on the part of the Sumter County School Superintendent and the Sumter County
School Board:
to provide an effective process to recruit and identify candidates;
to employ candidates who reflect the diversity of the district;
to create a system which incorporates the Florida Principal Leadership Standards, the Continuous
Improvement Model (CIM), and School Improvement and Accountability;
to provide a system that includes predetermined decision points which permit applicants to make
personal choices about their future;
to include feedback procedures that facilitate professional development and provide information essential
for appropriate personal and career decisions;
to provide a system that can be clearly understood by all individuals and is communicated to those
interested in administrative positions within the School District of Sumter County; and
to ensure fair and equitable hiring decisions that are non-discriminatory and are legally defensible.
Application Process, Procedures, and Screening for Administrative Pipeline
The Administrative Pipeline will be used for hiring all school based administrators. The district will accept internal
and external applications for the Administrative Pipeline as administrative vacancies are posted. Applicants must
submit an application by the closing date of the posting period. The Senior Director of Human Resources is
charged with the responsibility of screening applicants to determine if they meet the minimum qualifications for
the posted vacancy. Once minimum qualifications are met, applicants may enter the Administrative Pipeline
through one of the options below:
1. Sumter County’s Targeted Selection Process – earning consensus scores of three or higher on the interview
and essay exercises
2. Three years of successful administrative experience in a public school, resulting in an overall effective or
highly effective evaluation or the equivalent there of
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3. State certification as a School Principal
Human Resources will notify applicants who do not meet minimum qualifications or criteria listed in the three
options above.
Targeted Selection for the Administrative Pipeline
Each applicant meeting minimum qualifications and requesting entrance through Targeted Selection will be
scheduled for Targeted Selection interviews and written exercise.
If results of the written exercise have been previously completed, the candidate will have the option of
keeping the previous score or re-taking the exercise. If Targeted Selection interviews have been completed
within the previous twelve (12) months, the candidate will not be able to retake the process.
Targeted Selection data will be maintained in a separate, confidential file to be used for feedback and professional
development. Upon request, applicants will be provided feedback indicating the consensus rating on each of the
leadership standards and the written exercise.
Vacancy Advertising and Notification
When an administrative vacancy occurs, or is anticipated, the personnel department will advertise the opening in
the district through posting for a minimum of ten days on the district web site. Only candidates meeting all
qualifications for the Administrative Pipeline will be considered for school-based administrative positions, except
as listed below in the interim principal/administrator section.
It may also be necessary to post the vacancy as “notification vacancy” in emergency situations. The advertisement
includes qualifications for the position, a job description, conditions of employment, salary range, and a time
frame for submitting the application.
The School Board of Sumter County is an equal opportunity employer and does not discriminate in employment
on the basis of race, color, religion, sex, marital status, national origin, or disability.
Administrative Transfers
It shall be the prerogative of the superintendent to approve transfers from within the administrative team without
advertising the position at any point in the process.
Interim Principals/Administrators
An interim principal/administrator alternative is designed for use when considered by the superintendent to be
necessary and in the best interest of the students in a school and may supersede the administrative pipeline
process. Some instances that could warrant this alternative might include multiple vacancies with short time
constraints, unexpected resignations or reductions or reassignments in staff. Vacant positions may be filled by
an appointed interim administrator who meets minimum qualifications. The interim administrator may
participate in Leadership Development Program training as deemed appropriate and may be recommended for
regular appointment at a later date.
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Administrative Screening Committee
The Senior Director of Human Resources will create an application portfolio for all pipeline candidates.
Portfolios may include, but are not limited to, results from Targeted Selection, current resume, most recent
performance evaluations, attendance records, principal recommendations, and any other applicable assessments
or reference materials. All portfolios will be presented to the Administrative Screening Committee for extensive
review.
For principal vacancies: based upon portfolio data, the Administrative Screening Committee will identify finalists
for interviews with the Superintendent’s Interview Committee.
For assistant principal vacancies: based upon portfolio data, the Administrative Screening Committee will identify
finalists for interviews with the Superintendent of Schools, principal and other district staff.
Semi-finalists Interviews with the Superintendent’s Interview Committee
The Superintendent of Schools will convene the Superintendent’s Interview Committee, which will consist of no
more than five selected members of the superintendent's staff plus five school and community representatives.
Efforts will be made to choose one or more interviewers who do not know or supervise the candidates. With
participation of committee members, the superintendent’s designee will conduct interviews. An orientation
session will be provided to ensure that team members adhere to Equal Employment Opportunity Commission
(EEOC) policy, that all questions address the Florida Principal Leadership Standards and are job related to sample
the performance of the candidate and that each candidate is administered the same questions in a scheduled
period of time. Based upon an analysis of the interviews, the committee will submit to the superintendent up to
three finalists.
Finalists Interviews with the Superintendent of Schools
The Superintendent of Schools will interview the finalists for all school-based administrative vacancies. It shall be
the prerogative of the superintendent to have additional district and school administrators involved in the
finalists’ interviews. The Superintendent of Schools will consider the special site-needs and the diversity of the
school system and recommend to the Sumter County School Board for approval the most qualified and the best
suited candidate from among those three finalists for the position. The superintendent has the prerogative to
accept or reject finalists, reassign existing personnel, or take other actions in the best interest of the school and
district. Accepted and non-accepted candidates are notified of the final recommendation.
Feedback and Career Counseling
The Superintendent’s designee will provide feedback upon request and serve in the capacity of career counselor
for candidates not appointed to an administrative position. All data collected through Targeted Selection results
is maintained confidentially but separate from personnel files. These data can be reviewed with suggestions and
applicable inservice recommended. Notification of workshops and training events is distributed on a regular basis
to all school and district administrators. Local inservice is provided for administrators to enhance leadership skills.
All district and school-based administrators are encouraged to attend appropriate professional development
opportunities to keep themselves abreast of issues, trends, and new or current initiatives in the district.
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For Experienced Assistant Principals and Principals
Earning “School Principal” certification is a task addressed extensively in the portfolio phase of the district’s
Leadership Development Program. While this program is applicable to those with little or no school
administrative experiences, another district tool is utilized to validate eligibility for “School Principal”
certification for seasoned assistant principals and principals currently holding a Professional Certificate in
Educational Leadership. Experienced assistant principals and principals seeking “School Principal” certification
must participate in Sumter School District’s Leadership Development program as deemed appropriate and
produce the following evidence for consideration.
Annual, satisfactory, performance evaluations as a public/private school assistant principal and/or
principal or other administrator for up to five years immediately prior to being hired as a school
administrator by the Sumter School District
Scoring of “Highly Effective” or “Effective” for two consecutive years on Sumter’s overall school leader
evaluation outcome (Leadership Practice Score + Deliberate Practice+ student learning gains in reading
and math)
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Overview
The Sumter County School Board recognizes the need for succession planning to build and maintain effective schools whose central mission is improving student achievement. The desire to attract and retain highly qualified educators to serve in administrative roles is a primary response to a shortage of qualified administrators available to fill current and foreseeable vacancies. Identifying those with leadership potential and appropriate credentials to recruit into the school district’s Leadership Development Program for aspiring administrators is a beneficial strategy.
In this recruiting effort, leadership capacity is fostered among teacher leaders and those interested in pursuing administrative careers. The school district strives to develop teacher leadership capacity through a sustained effort of identifying prospective candidates and, depending on district forecasts, aiding in pursuing a master’s degree in educational leadership at local universities with an expected commitment to Sumter schools upon graduation.
Aspiring administrators who meet minimum qualifications are offered a district program that provides leadership training and practical experiences for professional development having at its core the Florida Principal Leadership Standards. In cooperation with the Florida Department of Education, educational organizations, local education institutions, and independent consultants, the Sumter County School District has developed a Leadership Development Program incorporating best practices for aspiring educational administrators. Needs Assessment Process
The Human Resources department annually provides an up-to-date study of anticipated needs for administrators for not less than the next three years. The study includes:
projected pupil population
principal and district-level administrative vacancies by instructional category resulting from retirements, promotions, new schools, and resignations
past history of vacancies
impact of filling these vacancies on other administrative positions
impact of these personnel changes on district plans and programs
Qualification Criteria
No later than December and May and/or other times of the year as deemed necessary, advertisements are publicly posted to announce an orientation for employees interested in the district’s Leadership Development Program. Conducted by the professional development department, the orientation includes: (1) a description of the job of a school-based administrator; (2) projections of administrative openings in the Sumter County School System; (3) introduction to leadership reflected in the Florida Principal Leadership Standards and administrator evaluation; and (4) an overview of the district’s Leadership Development Program. Following the orientation, interested persons are invited to submit a letter of application to the personnel department for acceptance into the training program for aspiring administrators. Applicants must meet the following minimum qualifications:
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1. Current employee of Sumter County School System 2. Verification of at least three years teaching experience
3. Verification of a final rating of Effective or Highly Effective on Sumter’s Framework for Teaching
Evaluation (most recent evaluation)
4. Verification of certification in Educational Leadership
5. Verification of graduate or doctoral degree (if degree is pending, please provide verification)
6. A letter of recommendation from your most recent principal or supervisor describing your
potential ability for leadership and confirmation of school level and district level leadership
experiences (SAC Chair, Department Chair, Team Leader, Grade Level Leader, MTSS Team Leader,
District Coordinator, etc.)
7. A copy of your Sumter County professional in-service record
8. Completion of the Leadership Academy Handwritten Essay Exercise
The Director of Professional Learning and Accountability will screen applicants and submit the applications of those meeting minimum qualifications to the Superintendent of Schools. Upon admission the candidate is enrolled in “Leadership Academy” phase, lasting approximately six months.
During or upon completion of the Leadership Academy, the aspiring administrator may be appointed to one or
more internship assignments while preparing for the responsibilities, pace, and scope of administrative positions.
Once placement is secured, the candidate may begin the “portfolio” phase and is expected to complete Level II
School Principal Certification requirements within a two year timeframe.
Leadership
Academy Phase
Designation for six months immediately following admission into the Leadership
Development Program
Portfolio Phase Designation for up to two years during or following completion of the Leadership Academy and placement in an internship assignment; requires a support team, training, experiences, and artifacts for validation
Developing Phase Designation for up to five years following the “portfolio” phase
Leadership Academy Description
The Leadership Academy is considered the “building background” phase of the program. Successful
completion of the Leadership Academy will be based on final completion of the following core components:
Policies and Procedures Informational Modules include an informational presentation, group discussion,
policy and/or plan review and a summarizing assessment.
Professional Learning and Accountability
Curriculum and Instructional Programs
Exceptional Student Education
Secondary, Post-Secondary and Virtual Options
Support Services
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Instructional Technology and Media Services
Human Resources and Teacher Evaluation
Business and Institutional Services
Elementary Programs and Title I
“Initial” Principal Leadership Standards Inventory consists of four multiple choice questions for each of the
ten Florida Principal Leadership Standards. The questions asses an aspiring leaders understanding of the
content of selected aspects of the standards as applied in school situations.
Prior Learning Inventory (PLI) correlates prior learning with the ten leadership standards. Based on input, the
PLI will create a report that shows where prior learning has prepared aspiring leaders to implement the
various standards and may indicate areas of strength as well as professional growth needs.
Contracts and Board Policy Module includes an informational presentation, group discussion, contract
reviews and a proficiency assessment.
Portfolio Phase Program Description The district provides an extensive leadership program for qualified individuals seeking administrative positions. A continuous learning process in leadership development is facilitated through the “portfolio” phase. Candidates may begin the Portfolio Phase once an administrative intern placement is secured. The program is composed of the following elements:
Diagnostic data Professional development plan
Support team
Observations
Progress monitoring meetings
Coaching and mentoring
Professional development opportunities offered by the district, region, and/or state
Formal workshop, conference, and meeting attendance
On-the-job field experiences
School leader evaluation
Portfolio-Appendix A, for reference forms
Internship assignment to increase relevance and depth of field experience Participants in the “portfolio” phase are provided feedback, coaching, and mentoring by a support team composed of the supervising principal, a district level administrator, and the district administrator of professional development. Participants are expected to accomplish district program requirements including documentation to align with Florida Principal Leadership Standards. The aspiring administrator assembles a portfolio of applicable, leadership experiences validating efforts during and beyond the school day while appointed to an administrative field experience position. Portfolio documentation must include: needs assessment(s), a roster of meetings, field experience summaries, observation logs, checklists, training, record of meeting attendance, the annual school leader evaluation forms, and appropriate supplementary pieces of evidence. All portfolio entries are reviewed by the support team at scheduled meetings intended for collaborating on accomplishments and for
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coaching/mentoring purposes.
Based on school leader evaluation outcomes, the portfolio, and supplementary evidence, support team members determine if the candidate has successfully completed this phase of the Leadership Development Program. Signatures of the support team indicate the candidate has successfully completed the portfolio phase of the program. In cooperation with Sumter School District leadership, a representative of an institution of higher education (University of South Florida) reviews the candidate’s portfolio and evidence to determine successful completion of the” portfolio” phase of the Leadership Development Program and, thus, eligibility for Level II School Principal certification. The district administrator of professional development advises the superintendent of the participant’s successful conclusion of the “portfolio” phase of the program. The superintendent notifies the candidate of completion and, with Sumter School Board members, recognizes accomplishments at a regularly scheduled school board meeting. Form CT 125 is submitted to the Florida Bureau of Educator Certification by the Personnel Department. The candidate makes application for the addition of Level II School Principal to the Professional Educator’s Certificate. Through permission of the superintendent, candidates not successfully meeting performance expectations in the portfolio phase may have this portion of the program extended for remediation purposes for no more than one semester by which the individual must satisfactorily complete the requirements or exit the program voluntarily or involuntarily. During this period, the support team remains in place, and, with a representative of an institution of higher education, recommends how additional support and/or professional development will be provided. Developing Phase Program Description For those successfully completing the “portfolio” phase, the Personnel and Human Resources Departments provide on-going support in the “developing phase” for up to four years. During this time skill building continues but in a capacity that may be different from the portfolio experience. It may involve serving as an instructional leader at the work site as deemed appropriate by the school administrator and based on eagerness of the candidate, quasi-administrative involvement at the associated center, or experience as an intern. The “developing” phase does not require a support team or documentation requirements but may include the following:
notification of all administrative vacancies
career counseling as requested
involvement in administrative field experiences professional development appropriate to needs and setting
feedback and performance appraisal activities
possible assignment as an intern Intern Program Description
The Sumter School Board is committed to making available to administrative interns on-the-job and off-site training that is comprehensive of all duties of the principal position. Though variable in length, an internship allows an ideal opportunity to practice and demonstrate the Florida Principal Leadership Standards. An individual
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may garner at least one, year-long internship placement during the program and maintain eligibility for a similar placement while in the “developing” phase. Alternate options for shorter duration internship experiences include the following: serving as an administrative intern intermittently during the regular school-year program, extended day program, extended year program, summer program, at the Adult Education Center, or engaging in other suitable assignments.
Duration of the Leadership Development Program
The “Leadership Academy” phase is expected to last no more than six months. Once the academy is complete and an internship placement is secured, the “portfolio” phase begins. Although the “portfolio” phase for the aspiring educational administrator may last up to two years in length, an individual may remain in the “developing” phase of the program for up to five additional years for a total of six school years. If there are other viable candidates who have not participated in the program, or if it is otherwise deemed appropriate by the superintendent, with input from the supervisor, the participant would exit the program in less than five years and return to an appropriate classroom placement while at the same time remaining eligible to apply for administrative vacancies in the district. Following an absence of at least two years, a former participant who has returned to the classroom may apply anew to enter the program and must meet all pre-requisite requirements in place at the time.
Evaluation of Candidates in the Portfolio and Developing Phases
Candidates serving as an “assistant principal intern” in the Portfolio or Developing Phases of the Aspiring Leader Program are subject to leadership performance evaluation. Using the Leadership Appraisal Matrix, competence in the Florida Principal Leadership Standards is reflected in the evaluation. At this juncture, candidates who are an “assistant principal intern” either in the “portfolio” or “developing” phase of the Leadership Development program, are considered in the level designated as “needs improvement/developing” on the Sumter Leadership Appraisal Matrix evaluation instrument. The designation of “developing” in the “needs improvement/developing” proficiency level applies only to those within the first three years of an internship. Adjustments are made by evaluators as appropriate on the school leader evaluation rubric regarding expectations of assistant principal interns vs. bona fide assistant principals or principals. For the assistant principal interns, levels of proficiency including depth, breadth, knowledge, skill, and evidence of demonstration may be modified as deemed appropriate by the evaluator.
A candidate in a year-long assistant principal internship assignment is required annually to be evaluated by the supervising principal who uses the Leadership Appraisal Matrix and the Deliberate Practice goal setting form to validate demonstration of the Florida Principal Leadership Standards. This evaluation result is filed in an assistant principal intern’s personnel record. The outcome is looked upon as an opportunity to grow and cross train in preparation for prospective school leadership positions and full implementation of the leadership appraisal process as may be dictated by future employment.
Monitoring at District and School Levels
Florida Department of Education Survey 5 Elements Based on data reported in Survey 5, the district will annually provide admission, enrollment and completion information for participants in the Leadership Development Program to the Department of Education. The district will collect data regarding elements of the William Cecil Golden Professional Development Program as well as those district leadership offerings not provided through the WCG Professional Development Program.
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Program Performance Data The district will collect and maintain a longitudinal database that includes placement rates, rehire rates and retention rates of those participants who have completed the Leadership Development Program.
Annual Evaluation of the Aspiring Educational Administrator Program Annually, by August 31st, the district administrators (personnel, professional development, and other (optional) will conduct an evaluation of data elements pertaining to continuous improvement monitoring and will disseminate results and make programmatic recommendations. The results of the evaluation will identify strengths and weaknesses that will influence the design and delivery of the program to meet quality standards. Decisions made and documented regarding program improvement are based on results of this process and will be implemented during subsequent phases of the program. Programmatic recommendations made will be shared with support team members including the university designee. Data elements include:
Mastery of the Florida Principal Leadership Standard
Those recommended for School Principal certification
The impact on School Improvement
Implications for professional development offerings
Results from the Leadership Appraisal Matrix
Program completers who do not meet expectations in their first two years as principal Survey results: “portfolio” phase aspiring school leaders, “developing” phase aspiring school leaders, successful first and second year principals, and support team members
Reciprocity
Upon presenting documentation substantiating successful completion of an educational leadership “portfolio” phase or its equivalent in another Florida school district and Level II School Principal certification, an applicant may be accepted by reciprocity in the Sumter School District’s Leadership Development Program. An individual first would need to garner employment as a teacher then apply to enter Sumter’s administrative training program in the “developing” phase. With an opportunity to waive Sumter School District’s “portfolio” phase, the individual transferring must provide evidence to document appropriate experiences. The evidence must verify comparable training and opportunities for individual growth similar in nature to those required of the Sumter District including a two-year training program and an internship offered by the district as opposed to a college administrative internship or practicum.
The individual who has participated in a “portfolio” phase or similar experience in another Florida school district and is requesting reciprocity must meet minimum requirements:
Be a current employee of the Sumter County School System
Possess a Master’s Degree.
Possess current Level II School Principal certification.
Substantiate at least three years of successful experience in the public school system.
Provide a letter of recommendation from the principal or immediate supervisor.
Submit a letter requesting acceptance into Sumter’s “developing “phase program.
Other training or documentation may be required. While in a Sumter’s “developing” phase program for up to five additional years culminating in a six-year experience, the transferring individual would be expected to
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participate in staff development and various leadership opportunities that would enhance professional development and would demonstrate a candidate’s commitment in pursuing a leadership/administrative role in the Sumter School System.
Work Ethic Compensation/No Compensation
Program participants are either expected or called upon to perform duties beyond the working day as part of normal responsibilities. A clear delineation exists between those that would be compensated and those that would be voluntary service as an expectation of the job assignment. Compensation To meet specific district or school needs and aligned with an appropriate funding source, a program participant employed in the Sumter School District may be eligible to receive compensation at eighty percent (80%) to one hundred percent (100%) of the current salary for services rendered beyond the work day to benefit the district. The duties must receive prior approval from a district office administrator, be funded through sources at the district level, be outside the individual’s assigned cost center, and be deemed an important need. In addition, the program participant must be considered the best candidate for the responsibility. The district administration reserves the right to determine priorities for which the individual may receive compensation.
No Compensation Beyond the normal work day, responsibilities exist that the program participant would be obligated to voluntarily assume for the purpose of experience, demonstrating commitment, personal growth, and/or benefit to the school/district. Tasks would be performed without compensation and could be requested by the local school to which the individual is assigned or by district administration. Examples of tasks could include a presentation to the Sumter County School Board or community group, supervision at a sports event, accompanying students on an extended-day field trip, chaperoning science fair participants or those in mathematics competition, setting up for a meeting, attending a meeting, participating in staff development activities, working with an advisory council, assisting the parent/teacher organization, mentoring a child/teacher, being a trainer for the assigned cost center or district, assisting with a fund raising event, helping staff a hurricane shelter, and/or many other similar administrative experiences.
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Leadership Development Program
This handbook is the procedural guide for all individuals who are aspiring administrators serving in the Leadership Development Program.
Leadership Academy
Policies and Procedures Informational Modules include an informational presentation, group discussion,
policy and/or plan review and a summarizing assessment.
Professional Development, Leadership and Title II
Curriculum and Instructional Programs
Exceptional Student Education
Secondary, Post-Secondary and Virtual Options
Support Services
Instructional Technology and Media Services
Human Resources and Teacher Evaluation
Business and Institutional Services
Elementary Programs and Title I
“Initial” Principal Leadership Standards Inventory through the William Cecil Golden Program on the Florida
School Leaders website. The inventory will consist of four multiple choice questions for each of the ten Florida
Principal Leadership Standards. The questions asses an aspiring leaders understanding of the content of
selected aspects of the standards as applied in school situations.
Prior Learning Inventory (PLI) through the William Cecil Golden Program on the Florida School Leaders
website. The PLI helps correlate prior learning with the ten leadership standards. Based on input, the PLI will
create a report that shows where prior learning has prepared aspiring leaders to implement the various
standards and may indicate areas of strength as well as professional growth needs.
William Cecil Golden courses through the William Cecil Golden Program on the Florida School Leaders
website. These are online courses for Florida school leaders and aspiring school leaders. The courses provide
high-quality, interactive learning in content areas that are aligned with and support Florida’s principal
leadership standards. Each course provides multimedia elements, written content, and reference materials.
Real-world assignments make the subject matter relevant to the workplace. Each course in the WCG program
includes a comprehension post-test to check on understanding and, where needed to verify course
completion.
Contracts and Board Policy Module includes an informational presentation, group discussion, contract
reviews and a proficiency assessment.
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Portfolio Phase
During this period, one or more assignments as an administrative intern may be provided to gain field experience in the comprehensive duties of a principal.
Program Personnel
Each portfolio phase participant has a support team consisting of the supervising principal (field experience supervisor) and the district administrator of professional development who selects one other appropriate district administrator most closely associated with the site/programs.
All support team members shall possess Florida certification in Educational Leadership or School Principal and have had at least one year of successful administrative experience, as evidenced by Sumter’s Leadership Appraisal Matrix for Principals or District Staff Evaluation instrument. Successful school administrative experience may be gained while serving in one of the following roles having supervision of teachers as a major responsibility of the position: assistant principal intern, assistant principal, principal. District administrative support team members must possess Florida certification in Educational Leadership or School Principal and have had successful administrative experience as documented through satisfactory evaluation.
The participant serves as chairperson at support team meetings. The district administrator for professional development is the overall coordinator of the program while the role of the support team is to recommend activities for the professional development plan, to observe activities for the professional development plan, and to provide coaching and mentoring.
Planning Meeting
Following selection, the district administrator for professional development notifies a portfolio phase participant and team members of the time and place for the planning meeting.
At the planning meeting the following activities occur:
1. Each participant receives a portfolio containing the required forms (Appendix A). The forms are
also transferred electronically. The portfolio is to be reviewed at each support team meeting. The participant has the responsibility to initiate, update and maintain the portfolio.
2. Using the diagnostic data, the entire team and the portfolio phase participant will complete the Needs Assessment Summary (Appendix A) and begin identification of the specific field experiences and professional development to be provided. Referencing selections from Table 1, a minimum of five field experiences is to be documented for each Florida Principal Leadership Standard. One observation from each support team member each semester shall be included as part of the five field experiences.
3. The Customized Learning - Narrative form (Appendix A) and Customized Learning – Observation Log (Appendix A) are used to record this information. Special emphasis will be placed on areas identified as needs.
4. The support team members discuss and agree on how to schedule observations of the administrative trainee performing duties that will contribute to decisions regarding demonstrated degrees of adeptness on the Florida Principal Leadership Standards. The observations will be recorded on Customized Learning – Observation Log (Appendix A).
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5. The participant is invited to ask questions or express concerns regarding the program. 6. On the Support Team Meeting Documentation (Appendix A), the participant will maintain a
record of attendance at meetings. 7. The participant places completed forms in the portfolio at the conclusion of each of the meetings. 8. Roles and responsibilities of support team members are reviewed.
Content in the Administrative Portfolio Phase Program Support Team Observations
Any member of the support team may conduct observations of the participant while performing assigned duties. The participant is required to arrange for each support team member to observe an activity once each semester. The results of each observation are to be summarized on the Customized Learning - Observation Log (Appendix A) and should be presented to and signed by the support team at a review meeting.
Florida Principal Leadership Standards The content for the portfolio phase consists of field experiences and professional development to assess competence in the Florida Principal Leadership Standards. Field Experiences Table 1 As per Table 1, all Florida Principal Leadership Standards are to be demonstrated and documented based on field experiences. Each participant is assigned a set of responsibilities reflective of the role of the school principal, district interface activities, and individual developmental needs. The portfolio phase of the program is up to two-years in length and provides a minimum of ninety-one (91) days of field experience. Full-year and multi-year assignments are also considered.
1. Activities to be completed may be supplemented or accomplished during an administrative intern assignment, or on the participant’s own time. Individuals will be encouraged to gain as much leadership field experience as possible by pursuing activities noted in Table 1.
2. One-week prior to teachers reporting and one-week after teachers complete their contract, a portfolio phase participant may be assigned to work with a supervising principal. Field experience responsibilities will reflect beginning and end-of-the-year activities.
3. A participant may be assigned to the adult education center evening program. 4. A participant may be assigned to the extended day and/or extended school year program. 5. A participant may be assigned as a full school year or summer assistant principal intern.
Professional Development Table 2 Formal training is provided throughout the six year period of the Leadership Development Program. Specific professional development experiences are required while others are recommended for growth experiences. Required meeting attendance broadens one’s perspective and provides valuable exposure to administrative responsibilities. Required meetings for portfolio documentation are listed below.
School Improvement Plan Hearing (four)
Expulsion Hearing (two)
22
Curriculum Council Meeting (two)
Professional Development Council Meeting (two)
School Board Meeting (four)
Principals’ Meeting (two)
Collective Bargaining Meeting if possible (two)
Leadership Professional Development Table 3 This table is to be used as a reference for leadership trainings available and designates who should participate or for whom the listed trainings are required.
Conducting Support Team Review Meetings
Review meetings will occur at least once each semester throughout the two-year portfolio phase. During each of the review meetings, the portfolio phase participant is responsible for notification to support team members, the agenda, conducting the meeting and bringing closure.
1. The participant shares information that documents progress. The participant: (1) identifies specific
Florida Principal Leadership Standards that have been demonstrated, (2) identifies any areas where difficulty has been experienced, (3) shares observations and reactions from attendance at any of the required meetings, and (4) provides documentation using forms found in Appendix A.
2. Each support team member will share results from observations made since the planning meeting or previous review meeting. Based upon these observations, the support team members provide feedback and coaching to improve participant proficiency.
3. The support team assesses the observations and field experiences in terms of mastery or non-mastery demonstration of competence in the Florida Principal Leadership Standards and recommends remedial measures at this meeting or earlier in the term should it become evident that intervention is required.
4. The support team and participant verify the date for the next review meeting. 5. By the end of each review meeting, the support team ensures that the participant places all
documentation evidencing the Florida Principal Leadership Standards into the portfolio. The participant maintains and possesses each portfolio and may have access at any time until this documentation is submitted in total to the district.
6. Support team members will sign and date the documentation verifying their assessment of mastery or non-mastery of field experiences.
Year-End Evaluation (First Year)
The Year-End Documentation Checklist is used to conduct a year-end review for each participant. Results from these reviews help determine planned experiences for the remainder of the program.
1. By the end of each year, the supervising principal uses the district approved, Leadership Appraisal Matrix to rate the aspiring educational administrator. The results of the appraisal are used for developmental purposes to continue on course or provide remediation. The instrument becomes part of the personnel record.
2. The supervising principal shares the preliminary rating results from the Leadership Appraisal Matrix with the participant and support team.
23
3. Should the participant not agree with the ratings, an opportunity to present information or documentation indicative of a different level of performance may be initiated. The participant may include a statement to accompany the evaluation if desired.
4. By the end of the first year, the participant schedules a year-end meeting with the support team to complete the Year-End Documentation Checklist.
5. Should a participant complete the program in one year, by consensus, the support team completes the Successful Completion Form –Portfolio Phase.
6. While the original is filed with the personnel department, a completed copy of the Leadership Appraisal Matrix is placed in the intern’s portfolio along with any other necessary documentation for the Florida Department of Education attesting to successful completion of Level II School Principal Certification requirements.
7. At the end of the portfolio phase program, up to two years in length, the completed portfolio will be submitted to the administrator of professional development. This administrator will collaborate with the superintendent and with the designee from a cooperating institution of higher education to validate each candidate’s satisfactory demonstration of the Florida Principal Leadership Standards and portfolio completion for Level II School Principal certification eligibility. The participant then progresses to the developing phase.
The trainee may choose to continue the portfolio phase through year two, as the program is self-paced. Year-End Evaluation (Year Two, if Applicable)
The Year-End Documentation Checklist is used to conduct the second year-end review for the administrative trainee. The following procedures are used to conduct the second year-end review for each participant.
1. By the end of the first semester or second semester (end of second school year of the administrative
trainee program), the supervising principal uses the district approved, Leadership Appraisal Matrix to rate the aspiring educational administrator. The results of the appraisal are used for recommendations as the participant progresses to the developing phase. The instrument becomes part of the participant’s personnel record.
2. By the end of the first semester or second semester (end of the second school year of the administrative trainee’s program), a summary review meeting is scheduled with the support team.
3. The supervising principal shares the rating results from the Leadership Appraisal Matrix with the participant and support team.
4. Should the participant not agree with the ratings, an opportunity to present information or documentation indicative of a different level of performance may be initiated. The participant may include a statement to accompany the evaluation if desired.
5. By consensus, the support team completes the Successful Completion Form –Portfolio Phase. 6. While the original is filed with the personnel department, a completed copy of the Leadership
Appraisal Matrix is placed in the intern’s portfolio along with any other necessary documentation for the Florida Department of Education attesting to successful completion of Level II School Principal Certification requirements.
7. At the end of the portfolio phase program, up to two years in length, the completed portfolio will be submitted to the administrator of professional development. This administrator will collaborate with the superintendent and with the designee from a cooperating institution of higher education to validate each candidate’s satisfactory demonstration of the Florida Principal Leadership Standards and
24
portfolio completion for Level II School Principal certification eligibility. The participant then progresses to the developing phase.
Responsibilities of the Supervising Administrator as a Support Team Member
1. Collaborate between support team members and candidate in relation to expected outcomes and individual progress
2. Collaborate with support team members 3. Collaborate with the participant in a review of the program 4. Access all available diagnostic information concerning the participant, and complete, in consultation
with other support team members, the professional Needs Assessment Summary for the candidate 5. Collaborate in the planning meeting for the participant 6. observe the performance of the participant and document once each semester using a support team
Customized Learning - Observation Log (one required from each of the three team members each semester for two years – total of 12 by end of year two)
7. Attend all review team meetings 8. By the end of the first year and by the end of the second year of the two-year portfolio phase,
complete the Leadership Appraisal Matrix 9. Provide support and assistance to the participant through mentoring and counseling, conduct on-
going performance appraisal with prompt feedback, and participate in the year-end performance reviews
10. Review the portfolio with the participant, and send to the district administrator of professional development to collaborate with the designee from a participating institution of higher education and the superintendent
Responsibilities of Other Support Team Members
1. Collaborate between support team members and candidate in relation to expected outcomes and individual progress.
2. Collaborate with the participant in a review of the program 3. Participate in the planning, review and end-of-year meetings 4. Provide support and assistance through mentoring and counseling to the participant as needed 5. Observe the performance of the participant a minimum of once each semester using a support team
Customized Learning – Observation Log
6. Contribute to the on-going performance appraisal of the participant Responsibilities of the District Administrator of Professional Development
1. Collaborate between support team members and candidate in relation to expected outcomes and
individual progress. 2. Select the district administrator for the support team 3. Complete a diagnostic profile on each participant 4. Prepare and deliver an orientation session for prospective participants and a planning meeting for
them and support team members 5. Provide a review of the aspiring educational administrator program for support team members
during the planning meeting 6. Participate in support team meetings and assist team members as needed
25
7. Monitor and revise the Leadership Development Plan, as needed 8. Plan and coordinate the training programs for the participant and support team members 9. Manage Survey 5 data collection 10. Manage tracking in electronic or hard copy format for Sumter School District: professional
development selections, entry and exit points to the program, results of assessments and evaluations, progress on demonstrating the Florida Principal Leadership Standards, pacing through program requirements, internship assignment(s), participant documentation methods, administrative placement rates, rehire rates, and retention rates of program completers
11. Involve the designee from a partnering institution of higher education in reviewing a candidate’s status if considered not making adequate progress in demonstrating school leadership responsibilities characteristic of the Aspiring Educational Administrator program
12. Collaborate with the designee from a cooperating institution of higher education to validate each candidate’s satisfactory demonstration of Florida Principal Leadership Standards and portfolio completion for Level II School Principal certification eligibility
Responsibilities of the District Administrator of Personnel
1. Collaborate between support team members and candidate in relation to expected outcomes and individual progress.
2. Advertise the awareness orientation to the aspiring educational administrator program 3. Coordinate the selection process 4. Recommend each aspiring educational administrator program completer to the Sumter
County School Board for approval Responsibilities of the Institution of Higher Education Designee
1. Collaborate with the district administrator of professional development to review a candidate’s
status if considered not making adequate progress in demonstrating school leadership responsibilities characteristic of the aspiring administrator program
2. Collaborate with the district administrator of professional development to validate each candidate’s satisfactory demonstration of Florida Principal Leadership Standards and portfolio completion for Level II School Principal certification eligibility
3. Advise on provision of additional support and/or professional development for a Sumter aspiring educational administer program completer within the first two years after completing the program if identified as not meeting performance expectations as a school principal
Responsibilities of the Portfolio Phase Participant
1. Participate in personal assessment as directed by the district related to the Florida
Principal Leadership Standards and place results in the portfolio 2. Complete the Florida Principal Leadership Standards Inventory as an INITIAL needs assessment tool
and possibly again at the END of the portfolio phase to indicate growth. 3. Participate in the initial program orientation 4. Participate in the planning meeting 5. Be responsible for review team and end-of-year meetings by scheduling, planning agendas, taking
the leadership role, presenting copies of all portfolio phase forms (Appendix A), documenting and reflecting on experiences, bringing closure, scheduling the next meeting, soliciting input, etc.
26
6. Originate, update, and maintain all documents for the portfolio 7. Maintain a log of extracurricular activities and accomplishments 8. Participate in any individualized training identified by the support team and ensure documentation is
completed and submitted to the district office for posting of inservice points 9. Strive toward an acceptable level of competence for each of the Florida Principal Leadership Standards.
27
Table 1: Field Experiences
Florida Principal Leadership Standards Demonstrated and Documented Through Various Field Experiences Alternative field experiences selected by the candidate form the assessment by which an acceptable level of competence of a standard is demonstrated. A candidate must successfully complete a minimum of five field experiences to document satisfactory achievement of each standard. Keep in mind if field experiences are duplicated from standard to standard, they may only be used once to satisfy any key indicator. Using tools in Appendix A, the candidate will describe involvement in field experiences listed in Table 1 and present them to the support team at review meetings each semester for two years. The support team will judge the level of competence demonstrated and provide timely feedback and guidance on performance and progress. Required activities are noted with an asterisk. This table is subject to additions, deletions, and revisions of suggested field experiences as new responsibilities evolve.
28
Domain 1: Student Achievement
Standard 1: Student Learning Results. Effective school leaders achieve results on the school's student learning goals.
Sup
po
rt im
ple
men
tati
on
of
stat
e an
d n
atio
nal
stan
dar
ds
in a
cad
emic
su
bje
cts
Lead
sch
oo
l im
pro
vem
ent
pla
n p
roce
ss -
an
d
pre
sen
t it
Wo
rk w
ith
tea
cher
s o
n u
sin
g cu
rric
ulu
m m
aps
and
acce
ssin
g st
and
ard
s
Cre
ate
cale
nd
ars,
new
slet
ters
, age
nd
as f
ocu
sin
g
on
stu
den
t ac
hie
vem
ent
Par
tici
pat
e in
cu
rric
ulu
m m
app
ing
and
/or
asse
ssm
ent
revi
sio
ns
Lead
stu
dy
gro
up
ad
dre
ssin
g is
sue
rela
ted
to
curr
icu
lum
an
d s
tan
dar
ds
Dev
elo
p s
pe
cial
pro
ject
rel
ate
d t
o s
tan
dar
ds
and
curr
icu
lum
a. The school's learning goals are based on the state's adopted student academic standards and the district's adopted curricula
X X X X X
b.
Student learning results are evidenced by the student performance and growth on statewide assessments; district-determined assessments that are implemented by the district under Section 1008.22, F.S.; international assessments; and other indicators of student success adopted by the district and state
X
X
Yellow are Required
29
Domain 1: Student Achievement
Standard 2: Student Learning as a Priority. Effective school leaders demonstrate that student learning is their top priority through leadership actions that build and support a learning organization focused on student success.
Pla
n a
nd
ho
st h
on
or
cele
bra
tio
ns
reco
gniz
ing
ach
ieve
men
t o
f st
and
ard
s
Dev
elo
p, i
mp
lem
ent
and
mo
nit
or
a st
ud
ent
ince
nti
ve p
lan
fo
cuse
d o
n a
cad
emic
go
als
Pla
n a
nd
imp
lem
ent
afte
r sc
ho
ol p
rogr
am
Serv
e as
rem
edia
tio
n c
oo
rdin
ato
r
Cre
ate
and
imp
lem
ent
a p
roje
ct f
ocu
sed
on
rai
sin
g
stu
den
t ac
hie
vem
ent
in a
sp
eci
fic
sub
gro
up
or
po
pu
lati
on
Pla
n o
r im
ple
men
t a
sum
mer
pro
gram
Dev
elo
p R
ead
ing
Pla
n a
nd
/or
Titl
e I P
lan
Dev
elo
p/o
rgan
ize,
man
age
and
mo
nit
or
the
sch
oo
l-w
ide
PB
S p
rogr
am
In c
har
ge o
f d
isci
plin
e p
lan
imp
lem
enta
tio
n
a. Enables faculty and staff to work as a system focused on student learning
X X X X X X X X X
b. Maintains a school climate that supports student engagement in learning
X X
X X
c. Generates high expectations for learning growth by all students
X X X X X X
X X
d. Engages faculty and staff in efforts to close learning performance gaps among student subgroups within the school
X X X X
Yellow are Required
30
Domain 2: Instructional Leadership
Standard 3: Instructional Plan Implementation. Effective school leaders work collaboratively to develop and implement an instructional framework that aligns curriculum with state standards, effective instructional practices, student learning needs, and assessments.
U
se D
ATA
STA
R, L
ike
Sch
oo
ls, L
oca
l Dat
a,
Per
form
ance
Mat
ters
Co
nd
uct
dat
a an
alys
is u
sin
g a
vari
ety
of
asse
ssm
ents
Pre
par
e an
d d
eliv
er d
ata
chat
s o
n s
ub
-gro
up
Use
mu
ltip
le s
ou
rce
s o
f d
ata
at s
ub
-gro
up
leve
l to
pla
n in
terv
enti
on
Dis
aggr
egat
e d
ata
and
co
nfe
ren
ce w
ith
tea
cher
s
on
pat
tern
s an
d p
lan
s fo
r im
pro
vem
ent
Use
var
iou
s as
sess
men
ts t
o p
lan
fo
r te
ach
ing
and
lear
nin
g
Sup
po
rt im
ple
men
tati
on
of
Lear
nin
g Fo
cuse
d
Stra
tegi
es
Dev
elo
p in
stru
ctio
nal
lead
ers
hip
pro
ject
fo
cuse
d o
n
stu
den
t ac
hie
vem
ent
Co
ach
fac
ult
y o
n a
pp
licat
ion
s o
f in
stru
ctio
nal
tech
no
logy
Dev
elo
p c
are
er a
cad
em
ies
or
oth
er n
ew in
itia
tive
wit
h f
acu
lty
trai
nin
g
Faci
litat
e cr
oss
-cu
rric
ula
r le
arn
ing
Serv
e as
a p
rogr
am c
oo
rdin
ato
r fo
r a
spec
ific
dis
tric
t in
itia
tive
a.
Implements the Florida Educator Accomplished Practices as described in Rule 6A-5.065, F.A.C. through a common language of instruction
X
X
X X X X
b. Engages in data analysis for instructional planning and improvement
X X
X X X
X
c. Communicates the relationships among academic standards, effective instruction, and student performance
X
X X X X X X X
d.
Implements the district's adopted curricula and state's adopted academic standards in a manner that is rigorous and culturally relevant to the students and school
X X X X X X
e. Ensures the appropriate use of high quality formative and interim assessments aligned with the adopted standards and curricula
X
X X
Yellow are Required
31
Domain 2: Instructional Leadership
Standard 4: Faculty Development. Effective School Leaders recruit, retain, and develop an effective and diverse faculty and staff.
Eval
uat
e/su
per
vise
tea
cher
s, p
arap
rofe
ssio
nal
s,
and
cla
ssif
ied
em
plo
yee
s
Co
ach
es P
IP d
evel
op
men
t
Rec
ord
an
d u
se C
lass
roo
m W
alkt
hro
ugh
s to
I
imp
rove
tea
chin
g
Res
po
nsi
ble
fo
r le
sso
n p
lan
rev
iew
an
d f
eed
bac
k
Esta
blis
h, f
acili
tate
, an
d m
on
ito
r th
e
imp
lem
enta
tio
n o
f P
LC's
sch
oo
l-w
ide
Org
aniz
e an
d p
arti
cip
ate
in a
Les
son
Stu
dy
cycl
e
Enga
ge in
pro
fess
ion
al d
evel
op
men
t lin
ked
to
sch
oo
l nee
ds
Arr
ange
sta
ff d
evel
op
men
t b
ased
on
sit
e n
eed
s
asse
ssm
ent
Imp
lem
ent
follo
w-u
p p
lan
fo
r p
rofe
ssio
nal
dev
elo
pm
ent
Par
tici
pat
e in
tea
cher
re
cru
itin
g, h
irin
g an
d
rete
nti
on
Dev
elo
p p
roje
ct t
o r
ecru
it/r
etai
n/m
ento
r/im
pro
ve
staf
f
Pla
n, a
tten
d, f
ollo
w-u
p s
cho
ol-
wid
e p
rofe
ssio
nal
dev
elo
pm
ent
Bec
om
e a
Trai
n –
the-
Trai
ner
fo
r yo
ur
facu
lty
in
area
of
cho
ice
Use
Will
iam
Cec
il G
old
en w
ebsi
te f
or
lead
ersh
ip
pu
rpo
ses/
guid
ance
Ch
air
Pro
fess
ion
al D
evel
op
me
nt
Co
un
cil
a.
Generates a focus on student and professional learning in the school that is clearly linked to the system-wide strategic objectives and the school improvement plan
X X X X X X X X X
X X X X
b. Evaluates, monitors, and provides timely feedback to faculty on the effectiveness of instruction
X X X X
X
c. Employs a faculty with the instructional proficiencies needed for the school population served
X X
d.
Identifies faculty instructional proficiency needs, including standards-based content, research-based pedagogy, data analysis for instructional planning and improvement, and the use of instructional technology
X X
X
e. Implements professional learning that enables faculty to deliver culturally relevant and differentiated instruction
X X X
X
Yellow are Required
32
f.
Provides resources and time and engages faculty in effective individual and collaborative professional learning throughout the school year
X
X X X X X
X
X
33
Domain 2: Instructional Leadership
Standard 5: Learning Environment. Effective school leaders structure and monitor a school learning environment that improves learning for all of Florida’s diverse student population.
Dev
elo
p d
iver
sity
cele
bra
tio
ns/
pro
gram
s/co
mm
un
icat
ion
s
Org
aniz
e H
olo
cau
st, D
r. M
L K
ing
and
/or
Vet
eran
s
pro
gram
s
Act
ive
in p
rofi
cien
cy/d
eter
min
atio
n p
lace
men
t
IEP
/ESE
, MTS
S, E
LL/E
SOL
Mo
nit
or
for
MTS
S p
roce
ss a
t sc
ho
ol s
ite
Faci
litat
e tr
ansl
atio
n/t
ran
slat
ors
to
red
uce
bar
rier
s
Par
tici
pat
e in
ESE
pla
cem
ents
an
d IE
P
dev
elo
pm
ent
Co
ord
inat
e H
isp
anic
Mo
nth
, Dru
g Ed
uca
tio
n,
Am
eric
an E
du
cati
on
Wee
k
Invo
lved
in t
he
de
velo
pm
ent,
imp
lem
enta
tio
n a
nd
mo
nit
ori
ng
of
50
4 p
lan
(s).
Invo
lved
in t
he
dev
elo
pm
ent,
imp
lem
enta
tio
n a
nd
mo
nit
ori
ng
of
FBA
/BIP
s.
Invo
lved
in t
he
dev
elo
pm
ent,
imp
lem
enta
tio
n a
nd
mo
nit
ori
ng
of
stu
den
t b
ehav
ior
con
trac
ts.
a.
Maintains a safe, respectful and inclusive student-centered learning environment that is focused on equitable opportunities for learning and building a foundation for a fulfilling life in a democratic society and global economy
X X X X X X
X
X
X
b.
Recognizes and uses diversity as an asset in the development and implementation of procedures and practices that motivate all students and improve student learning
X X
X
X
X
X
c. Promotes school and classroom practices that validate and value similarities and differences among students
X X
X
X
d. Provides recurring monitoring and feedback on the quality of the learning environment
X X
X
e.
Initiates and supports continuous improvement processes focused on the students' opportunities for success and well-being
X X X X
X
X
X
Yellow are Required
34
f.
Engages faculty in recognizing and understanding cultural and developmental issues related to student learning by identifying and addressing strategies to minimize and/or eliminate achievement gaps
X X X X X
X
X
X
35
Domain 3: Organizational Leadership
Standard 6: Decision Making. Effective school leaders employ and monitor a decision-making process that is based on vision, mission, and improvement priorities using facts and data.
Dem
on
stra
te le
ader
ship
in c
risi
s si
tuat
ion
Man
age
infl
amm
ato
ry c
om
pla
ints
/co
nfe
ren
ces
Des
ign
ee f
or
Stu
den
t Ex
pu
lsio
n H
eari
ng
Pro
cess
es
dis
cip
line
refe
rral
s
Use
s o
nlin
e ca
len
dar
/ou
tlo
ok
cale
nd
ar/
to e
nsu
re
emp
loye
es a
re in
form
ed o
f u
pco
min
g ev
ents
Res
po
nsi
ble
fo
r u
pd
atin
g sc
ho
ols
new
s o
n t
he
dis
tric
t ac
tivi
tie
s ca
len
dar
Exer
cise
use
of
stu
den
t p
rogr
essi
on
pla
n
Par
tici
pat
es in
sta
ff p
laca
men
t/ch
ange
s, b
ased
on
dat
a an
d e
ffec
tive
ne
ss
Ap
ply
dis
tric
t p
olic
ies
and
sta
te/f
eder
al la
ws
Dev
elo
p p
roje
ct r
elat
ed t
o S
cho
ol B
oar
d P
olic
y
(SB
E R
ule
s, F
L St
atu
tes)
a. Gives priority attention to decisions that impact the quality of student learning and teacher proficiency
X X
X X X
b. Uses critical thinking and problem solving techniques to define problems and identify solutions
X
X
c. Evaluates decisions for effectiveness, equity, intended and actual outcome; implements follow-up actions; and revises as needed
X X X X
X X X X
d. Empowers others and distributes leadership when appropriate
e. Uses effective technology integration to enhance decision making and efficiency throughout the school
X X
Yellow are Required
36
Domain 3: Organizational Leadership
Standard 7: Leadership Development. Effective school leaders actively cultivate, support, and develop other leaders within the organization.
Hel
ps
dev
elo
p a
nd
su
pp
ort
tea
cher
lead
ers
Exam
ple
of
del
egat
ing
and
mo
nit
ori
ng
acti
vity
fo
r
des
ired
ou
tco
me
Serv
e as
Vo
lun
teer
Co
ord
inat
or
Par
tici
pat
e ac
tive
ly in
co
mm
un
ity
org
aniz
atio
ns
Del
ega
tes
a ta
sk t
o a
tea
che
r le
ader
an
d t
hen
mo
nit
ors
an
d p
rovi
des
fe
edb
ack
on
th
e o
utc
om
e
Co
ord
inat
e n
etw
ork
ing
par
tner
ship
Pro
ject
th
at d
evel
op
s an
d m
ain
tain
s su
pp
ort
ive
rela
tio
nsh
ips
wit
h s
take
ho
lde
rs
Res
po
nsi
ble
fo
r co
mm
un
ity
pre
sen
ters
in s
cho
ol
Ove
rse
e p
eer-
men
tor
sup
po
rt p
rogr
am
Rec
ruit
s te
ach
er le
ader
s fo
r re
sou
rce
po
siti
on
s
bec
ause
of
staf
f m
ove
men
t
Rec
ruit
s te
ach
er le
ader
s fo
r th
e Le
ader
ship
Dev
elo
pm
ent
Pro
gram
a. Identifies and cultivates potential and emerging leaders
X
b. Provides evidence of delegation and trust in subordinate leaders
X
X
c. Plans for succession management in key positions
X X
d. Promotes teacher-leadership functions focused on instructional proficiency and student learning
X
X
e.
Develops sustainable and supportive relationships between school leaders, parents, community, higher education and business leaders
X X
X X X
Yellow are Required
37
Domain 3: Organizational Leadership
Standard 8: School Management. Effective school leaders manage the organization, operations, and facilities in ways that maximize the use of resources to promote a safe, efficient, legal, and effective learning environment.
Man
age
pro
per
ty in
ven
tory
pro
cess
Cre
ate
and
man
age
bu
dge
t fo
r a
des
ign
ated
pro
gram
Dev
elo
p m
aste
r sc
hed
ule
Co
mp
lete
FTE
, FIS
H, a
nd
SA
TSY
Rep
ort
s
Cre
ate
s ev
acu
atio
n d
rill
sch
edu
le, i
mp
lem
ents
it
thro
ugh
ou
t sc
ho
ols
an
d r
epo
rts
com
ple
tio
n a
s
req
uir
ed
Dev
elo
p a
nd
/or
revi
se s
tud
ent/
emp
loye
e
han
db
oo
k(s)
Dev
elo
p a
nd
ad
min
iste
r o
per
atio
nal
pla
ns
and
pro
cess
es
Co
mp
lete
tex
tbo
ok
inve
nto
ry a
nd
pro
cure
men
t
Acq
uir
e an
d o
rgan
ize
reso
urc
es t
o a
chie
ve
inst
ruct
ion
al g
oal
s
Dev
elo
p s
cho
ol c
alen
dar
no
tin
g o
rgan
izat
ion
’s
pri
ori
ties
Leve
rage
exi
stin
g fu
nd
s w
hile
incr
easi
ng
cap
acit
y
Use
s Te
chn
olo
gica
l To
ols
fo
r P
erso
nal
Sch
edu
ling/
Task
Man
age
men
t
Res
po
nsi
ble
fo
r cu
sto
dia
l/sa
fety
insp
ecti
on
s
Ch
air
safe
ty c
om
mit
tee
and
co
mp
lete
rep
ort
s
Res
po
nsi
ble
fo
r C
riti
cal I
nci
de
nt
Res
po
nse
Team
/Pla
n
a. Organizes time, tasks and projects effectively with clear objectives and coherent plans
X
X X X X X
X X X
b. Establishes appropriate deadlines for him/herself and the entire organization
X
X
X X X
c.
Manages schedules, delegates, and allocates resources to promote collegial efforts in school improvement and faculty development
X
X
X
d. Is fiscally responsible and maximizes the impact of fiscal resources on instructional priorities
X
X
X
Yellow are Required
38
Domain 3: Organizational Leadership
Standard 9: Communication. Effective school leaders practice two-way communications and use appropriate oral, written, and electronic communication and collaboration skills to accomplish school and system goals by building and maintaining relationships with students, faculty, parents, and community.
Co
ord
inat
es a
nd
mo
nit
ors
em
plo
yee
reco
gnit
ion
pro
gram
s/ac
tivi
ties
Org
aniz
e an
d d
eliv
er o
ral p
rese
nta
tio
n t
o
stak
eho
lder
s
Pre
par
e/d
isp
erse
An
nu
al S
cho
ol R
epo
rt -
SP
AR
Init
iate
fo
llow
-up
on
dis
tric
t cu
rric
ulu
m m
eet
ings
/cu
rric
ulu
m c
ou
nci
l
Serv
e as
SA
CS/
CA
SI o
r o
ther
pro
ject
sch
oo
l
rep
rese
nta
tive
Org
aniz
e an
d t
ake
key
role
in S
AC
Pro
vid
e ti
me,
sp
ace,
op
po
rtu
nit
ies
to b
uild
rela
tio
nsh
ips
Wri
te, e
dit
an
d d
istr
ibu
te s
cho
ol n
ewsl
ette
r
Mai
nta
ins
sch
oo
l web
site
Vo
lun
teer
at
dis
tric
t ed
uca
tio
n e
ven
ts (
Eart
h D
ay,
Mat
h f
ield
Day
, etc
.)
Org
aniz
es a
par
ent
nig
ht,
fo
cuse
d o
n a
cad
emic
s
and
stu
den
t ac
hie
vem
ent
An
alyz
e C
limat
e Su
rvey
s an
d d
evel
op
sch
oo
l
reco
mm
end
atio
ns
Lead
fac
ult
y/gr
ade
leve
l/d
epar
tmen
t m
eeti
ngs
Lead
or
regu
larl
y p
arti
cip
ate
on
lead
ersh
ip t
eam
s
Org
aniz
e en
d-o
f-ye
ar a
ctiv
itie
s
a. Actively listens to and learns from students, staff, parents, and community stakeholders
X X X
X X X
b. Recognizes individuals for effective performance
X
X
X
c. Communicates student expectations and performance information to students, parents, and community
X X
X X X X X
X
d. Maintains high visibility at school and in the community and regularly engages stakeholders in the work of the school
X X
X
e.
Creates opportunities within the school to engage students, faculty, parents, and community stakeholders in constructive conversations about important school issues
X
X X X
X X
f. Utilizes appropriate technologies for communication and collaboration
X
X X
X X
X
Yellow are Required
39
g.
Ensures faculty receives timely information about student learning requirements, academic standards, and all other local state and federal administrative requirements and decisions
X X
X X
40
Domain 4: Professional Ethical Behaviors
Standard 10: Professional and Ethical Behaviors. Effective school leaders demonstrate personal and professional behaviors consistent with quality practices in education and as a community leader.
Pro
vid
e p
erso
nal
pro
fess
ion
al d
evel
op
men
t p
lan
and
fo
llow
th
rou
gh o
n it
Ack
no
wle
dge
per
son
al f
ailu
re a
nd
off
er
sugg
est
ion
s fo
r im
pro
vem
ent
Bo
un
ce b
ack
fro
m a
dve
rsit
y to
fo
cus
on
sch
oo
l
visi
on
Bec
om
e a
Trai
n-t
he-
Trai
ner
fo
r th
e d
istr
ict
Ad
dre
sse
s a
situ
atio
n w
ith
an
em
plo
yee,
in w
hic
h
the
emp
loye
e d
isag
ree
s w
ith
a s
cho
ol p
olic
y
Form
ula
te a
nd
imp
lem
ent
pro
ject
invo
lvin
g
fam
ily/c
om
mu
nit
y
Man
age
com
mu
nit
y o
utr
each
pro
gram
Lau
nch
fam
ily/b
usi
ne
ss/c
om
mu
nit
y/p
aren
t
invo
lvem
ent
acti
vity
/pro
ject
Co
ord
inat
e an
d c
om
mu
nic
ate
ben
efic
ial s
ervi
ce
pro
gram
s
Exam
ple
of
Ad
her
ing
to C
od
e o
f Et
hic
s o
f Ed
uca
tio
n
Pro
fess
ion
Do
cum
ent
situ
atio
ns
rela
ted
to
inte
grit
y, f
airn
ess,
ho
nes
ty, e
thic
s
Ap
ply
dis
tric
t p
olic
ies
and
sta
te/f
eder
al la
ws
a.
Adheres to the Code of Ethics and the Principles of Professional Conduct for the Education Profession in Florida, pursuant to Rules 6B-1.001 and 6B-1.006, F.A.C.
X X
b.
Demonstrates resiliency by staying focused on the school vision and reacting constructively to the barriers to success that include disagreement and dissent with leadership
X
X
c.
Demonstrates a commitment to the success of all students, identifying barriers and their impact on the well-being of the school, families, and local community
X X X X
d. Engages in professional learning that improves professional practice in alignment with the needs of the school system
X
X
e. Demonstrates willingness to admit error and learn from it
X
Yellow are Required
41
f.
Demonstrates explicit improvement in specific performance areas based on previous evaluations and formative feedback
X
42
Professional Development – Table 2 PARTICIPANT ROLES LEVEL OF REQUIREMENT
TL: Teacher Leaders R: Required
LAP: Leadership Academy G: Growth Opportunity
PPP: Portfolio Phase NA: Not Applicable
DPP: Developing Phase
AP: Assistant Principal
P: Principal
OA: Other Administrator TL LAP PPP DPP AP P OA Bargaining 101 or Alternate Live Session NA NA R R R G G Budget Essentials for Administrators G NA R R R G G Classroom Walkthrough NA NA R R R R G Clinical Educator/Mentor Training G NA R R R G G ESOL G NA R R R R G Facilitative Leadership G NA R R R G G Learning Focused Strategies G NA R R R R G Seven Habits of Highly Effective People G NA R R R G G Performance Matters G NA R R R R G Sumter’s Web-based Professional Development System G NA R R R R G Sumter' Framework for Teaching G NA R R R R G Leadership Appraisal Matrix G NA R R R R G
Policies & Procedures Modules G R G G G G G WCG Principal Leadership Standards Inventory NA R NA NA NA NA NA WCG Prior Learning Inventory: Self-Assessment NA R NA NA NA NA NA Instructional and Non-instructional Contracts Module NA R NA NA NA NA NA
Online Professional Development Below Found at: http://www.floridaschoolleaders.org Arts in Education K-6 G G
G G G G G G G G G G G G G G G G
G G G G G Arts in Education 7-12 G G G G G G G Building Community in the Classroom G G G G G G G Building Instructional Leadership Teams
G G G G G G G Classroom Walk-through G G G G G G G Classroom Walk-through for Florida K-3 Reading G G G G G G G Classroom Walk-throughs: Key Questions and Answers G G G G G G G Creating a Learning Community G G G G G G G Creating Parent Partnerships G G G G G G G Data Analysis for Instructional Leaders G G G G G G G Decision-Making Methods G G G G G G G Developing Stakeholder Relationships G G G G G G G Diversity G G G G G G G Effective Communication Skills G G G G G G G Effectively Managing the Learning Environment G G G G G G G Entering a School as a New Principal
G G G G G G G
43
Essentials for Instructional Leadership G G G G G G G FCIM Online Support Tool G G G G G G G High Quality Teaching and Learning in Science
G G G G G G G Improving Practice in Literacy (K-6) G G G G G G G Improving Practice in Literacy (7-12) G G G G G G G Improving Practice in Mathematics G G G G G G G Introduction to Student Achievement Data G G G G G G G ISRD Institute for Small Rural Districts G G G G G G G Leading Human Resource Development G G G G G G G Learning Goals with Scales G G G G G G G Parent Partnerships G G G G G G G Principal’s Toolkit for Improving Mathematics Instruction G G G G G G G Shaping a Collaborative School Culture G G G G G G G Student Achievement Data: The Basics G G G G G G G Supporting Teachers Through Coaching, Mentoring, and Support G G G G G G G Team Building G G G G G G G Technology in Educational Administration G G G G G G G The Ethical Educator G G G G G G G Using Student Data to Impact Teaching and Learning G G G G G G G Using Technology for Instructional Purposes G G G G G G G What Every Teacher Should Know and Do G G G G G G G FASA Conferences G G G G G G G Model Schools Conference G G G G G G G Other state-sponsored leadership programs G G G G G G G
44
45
Purpose The Sumter School District’s leadership performance appraisal is focused on increasing student learning growth by continually improving the quality of instructional and administrative services of its employees. At its core, the adopted appraisal instrument embeds the Florida Principal Leadership Standards (S.B.E. Rule 6A-5.080, F.A.C., effective 12-20-11) that represent the skill sets and knowledge bases needed in effective schools. The standards form the foundation for annual school leader evaluations (1012.34 F.S.), professional development systems, school leadership preparation programs and educator certification requirements.
Overview
The Sumter Leadership Appraisal Matrix, considered as one element in the school district’s leadership evaluation, is designed to incorporate all four domains of the Florida Principal Leadership Standards: Student Achievement, Instructional Leadership, Organizational Leadership, and Professional and Ethical Behavior. The domains are defined by ten (10) interfacing standards and are further described by specific indicators of a scoring rubric classifying behaviors and characteristics of leaders at four (4) performance levels. All principals, assistant principals, and assistant principal interns are evaluated annually by their immediate supervisor using the Sumter School District Leadership Appraisal Matrix. Such evaluation shall be ongoing, sufficiently specific, and frequent enough to support demonstrated proficiency.
Complementing the Leadership Appraisal Matrix are additional gauges of performance: Deliberate Practice and Student Growth Measures that, when combined provide an Annual Performance Level rating. This is an overall rating encompassing outcomes from each of these measures and is the culmination of a year's work reflective of the success of the school leader.
The evaluation includes a minimum of three conferences held each year. The initial conference is held prior to the end of September to review and establish goals and expectations. Goal setting is based on prior evaluation needs, current school/district needs, student performance, new legislation, and the Florida Principal Leadership Standards. A mid-year progress check accompanied by documentation is conducted in December or January. A final evaluation conference is held following release of state assessment scores. Discussions concerning expected outcomes in relationship to specific site conditions are ongoing throughout the evaluative process. An evaluation summary shall be maintained in the respective administrator’s personnel file. A copy of the evaluation shall be provided to the person being evaluated. Evaluation depends on the candid acknowledgment of a leader’s successes, needs for growth, and the clear association of those leadership practices with results. This gives the leader the opportunity to provide feedback to the school district, empowers the leader with authority to make decisions that will improve personal effectiveness, is standards-based, allows for honest and accurate feedback, and provides for clear descriptions of leadership behaviors. The leader expects to grow, develop, learn, and improve. Guided by a proactive evaluation, the leader can identify specific areas in which development and growth are most needed. The Sumter School District provides this leadership evaluation as a constructive, fair, and clear system for describing behaviors and characteristics that separate highly effective leaders from those who are deemed effective, needing improvement or unsatisfactory in meeting essential leadership standards.
46
Appraisal focuses on individual abilities in the achievement of school, district, and personal goals and links possible rewards and recognition to successful performance. This may include public recognition, letters of commendation, or monetary compensation that may be awarded as per district guidelines. The Sumter leadership appraisal provides a framework for the following:
Enabling self-assessment and personal reflection contributing to success of the school leader
Affording a focus for professional growth and continuous personal improvement
Guiding evaluators in making consistent and fair judgments concerning proficiency
Provision of specific feedback, mentoring, coaching, and collaboration to improve proficiency and performance
Designating an annual performance level based on measures of the Florida Principal Leadership Standards, Deliberate Practice initiatives, and student growth outcomes
Affording a basis for improvements within specific schools and the Sumter School District
Evaluator Training and Monitoring: Directors of Elementary/Secondary Education & Principals
Professional development for evaluators provides the following:
A deeper understanding of the research framework;
Assistance in developing inter-rater reliability;
Developing proficiency in distinguishing levels within the evaluation matrix;
Ensuring reliability checks in use of the matrix;
Enhancing abilities to provide feedback using the Common Language of Instruction;
Conveying protocols, processes and procedures for implementing the evaluation system. For these purposes, the district will ensure quality training of evaluators prior to commencing evaluation during the school year. Initial training will be conducted by The Leadership and Learning Center while subsequent training will be provided by the Human Resources Department. The district evaluators will monitor evaluation performance results and serve as mediators when discrepancies exist. They will frequently converse, collaborate, and compare outcomes to guarantee reliability and consistency of the evaluation system across the district. Training for School Leaders: Principals, Assistant Principals, Assistant Principal Interns and Evaluators: Directors of Elementary/Secondary Education, Principals
At the initial introduction of this evaluation system, an expert consultant from The Leadership and Learning Center will provide a full day of training to school leaders and evaluators including the following:
review of performance appraisal instruments and associated documents
content
procedures
expectations
evidence collection and scoring
self-check of alignment
support tools for the person being evaluated including Common Language of Instruction
mentoring
professional development opportunities
47
Subsequently, training will be provided in-house incorporating the same topics for new hires or those needing follow-up. Continuous Improvement The school leader evaluation system is a capacity building continuum that provides leaders with an understanding of where they need to direct personal leadership abilities and continuous school improvement. The district has a focused process for coordination of evaluation, school improvement and professional development planning, data collection and analysis, and impact monitoring. These elements are wrapped in a continuous cycle with improved student learning growth at its core. Based on data from student performance measures, administrators direct their schools and faculties in the school improvement process. Student data including that of subgroups is analyzed and plans developed to address needs in core content and other specific areas. Formal presentation of individual school plans is afforded the superintendent, school board members, faculty and community at a public hearing to unveil current academic standing, curricular initiatives, and charting of future endeavors. These plans are aligned with the overall district strategic planning. As more specific data is received over the summer, schools then prepare School Improvement Plans based on statistical information and present same in a formal setting to the superintendent, district administrators, and peers. For this presentation, schools rely on data available in multiple configurations and kept current by Performance Matters. Baseline, mid-year, and end-of-year assessment data used for impact monitoring assist in always having a pulse on projected student outcomes and needs. Adjustments and corrections are made mid-course for purposes of continuous school improvement. These may include professional development, rethinking programs and schedules, provision of extra assistance for struggling students, etc. Teacher Individual Professional Development Plans (IPDPs) and administrator goal setting incorporate personal and school improvement initiatives and contain evidence of professional training pursuits available through various platforms such as face-to-face, webinars, online programming purchased for district-wide use, and other forms of learning. Records maintained by the district attest to an individual’s professional development activities coupled with expectation and monitoring for implementation and resulting student performance improvements. Annual performance evaluation results also help target professional development pursuits at district, school and individual educator level recorded in teacher IPDPs and administrator Deliberate Practice goal setting plans. They form the foundation for school improvement planning. Likewise, annual professional development needs assessment results are compiled and stimulate directives and initiatives for the subsequent year. Needs assessment results are received from all administrators, teachers, and non-instructional personnel. Through the district’s five-year (5) strategic plan and annual updates, an annual budget is developed and approved. Needs are prioritized, goals analyzed and formulated, and objectives visited in order to ensure the resources necessary for meeting expected or estimated needs. The district adjusts funding priorities to adequately and successfully impact overall student achievement. The school board, using recommendations provided by the finance department, continues to support a responsive budgeting process that links the district’s goals and objectives with appropriate resources. The finance department continues to evaluate and review the district budget. Yearly audits support and confirm effective budget management. The board is further committed to maintaining a 3-5% fund balance level as a “rainy day” reserve.
48
All of these indicators are part of a continuous improvement process that articulates the vision and purpose the system is pursuing. It engages stakeholders, ensures alignment of school plans with the system’s effectiveness and expectations for student learning. It focuses on increasing learning for all students and closing gaps between current and expected student performance levels. The system provides research-based professional development to help achieve improvement goals. Monitoring and communicating results of improvement efforts to stakeholders is routinely part of the culture. Evaluation and documentation of progress is a cyclical for the purpose of providing assistance, allocating resources, providing feedback, and protecting time for planning and engagement to support continuous improvement efforts. System Assessment
The system will be assessed annually by selected administrative personnel and revisions considered as appropriate and necessary for the ultimate purpose of increasing student learning growth. To this end, student data, school leader and teacher evaluation data, professional development, and other applicable information are used to determine next steps in supporting continuous improvement. The superintendent and School Board are advised of findings and responsible for reviewing and/or approving system revisions. Multi-dimensional Leadership Evaluation The Sumter School District Leadership Appraisal Matrix describes a fair and clear system for evaluating behaviors and characteristics of leaders based on observation of the leader’s actions and the leader’s impact on actions and behaviors of others. Ratings include “highly effective,” “effective,” “needs improvement,” or “unsatisfactory.” The matrix is weighted to arrive at score ranges for these proficiency levels. Striving toward increased aptitude, the leader demonstrates understanding of the following performance designations assigned by law: Highly Effective leaders have an impact on an entire organization and are a primary source of developing additional leadership in their organization. Their performance is beyond effective. They routinely share their ideas, mentor others and view their roles as improving a single entity but also acting as an agent of system-wide improvement. Effective leaders impact organizational needs within their school by reinforcing and challenging students, teachers and leaders within. They meet requirements for success. Their performance is both adequate and necessary for improvement and clearly makes a contribution to their school. While their work is challenging, rigorous, and demanding, they can be proud of their achievements. Needs Improvement leaders demonstrate potential but lack sufficient proficiencies to improve student learning, instructional practice, and/or other responsibilities. They understand what is required for success and are willing to work toward that goal with coaching and support for improved performance. They have a desire and personal motivation to make decisions necessary to become more effective leaders within a reasonable time.
Developing is the designation reserved solely for candidates in the Aspiring Educational Administrator Program who have garnered an “assistant principal intern” placement at a school. Adjustments are made by evaluators as appropriate on the school leader evaluation rubric regarding expectations of assistant principal interns vs. bona fide assistant principals or principals. For the assistant principal interns, levels of proficiency including
49
depth, breadth, knowledge, skill, and evidence of demonstration may be modified as deemed appropriate by the evaluator. Unsatisfactory describes leaders who are inadequate. They do not understand what is required for proficiency or have demonstrated through their action and inaction that they choose not to strive for improvement. The goal is to identify, define, and document inadequate performance and make necessary changes very quickly.
Deliberate Practice is summarized as an additional measure of school leader evaluation and is outlined on a summary form delineating three (3) annual goals established collaboratively with the school administrator: school improvement, professional development, and personal development. Using the Deliberate Practice form, the school administrator records targets to assess intermittent progress and, later, to document achievement toward same. Goals and expectations that are established incorporate High Effect Size Strategies, Florida’s Common Language of Instruction, and, as applicable, recommendations evident from each administrator’s previous evaluation. Performance responsibilities are clearly outlined by designating the task, actions to be taken, timeline, result, and proof of evidence. Goal setting is tied closely to the Leadership Appraisal Matrix as a measure of both student achievement and leadership actions that create opportunities for all school administrators. Student Growth Measure, as a final determinant, accounts for student learning, reflects impact of the leader’s behavior on others, and is part of computing the annual performance level for individual school administrators. As reported to the district by the state, the Student Growth Measure is calculated based the performance of students assigned to the school over a three-year (3) period or, as applicable, less than three years if student growth data is not available for an evaluation. Student performance must be measured under s. 1008.22 requirements. According to SB 736, a learning growth model will be established for the Florida Standards Assessment and other statewide assessments to measure the effectiveness of the school administrator based on what a student learns. Annual Performance Level is the summative designation given to combining final scores. Added together, the Leadership Appraisal Matrix and Deliberate Practice Measure outcomes equal the Leadership Practice Score. In turn, the Leadership Practice Score and Student Growth Measure are combined to arrive at the Annual Performance Level. Incorporating data provided by the state, this rating is calculated by the district and becomes part of the personnel record. Further details are provided in an accompanying scoring guide for leadership appraisal.
Step 1: Orientation to the Evaluation System
All persons subject to school leadership evaluation require an orientation to the appraisal system. The orientation is coordinated by the professional development department for school principals and by school principals for their respective assistant principals and/or assistant principal interns. The orientation includes the following:
Review of performance appraisal documents, content, procedures, expectations, evidence collection, scoring, and self-check of alignment.
Use of designated forms for performance evaluation, data collection, and documentation.
Florida Department of Education tools and support.
Florida Principal Leadership Standards.
Mentoring and professional development opportunities.
50
High Effect Size Indicators Step 2: Pre-planning for Evaluation
In preparation for initial contact with school leaders concerning Deliberate Practice as a Multiple Measure, the superintendent solicits input from district administrators and relies on respective contributions of evaluators responsible for elementary and secondary levels in drafting individual or collective, annual goals. Three (3) goals are determined for each school leader: a school improvement goal, a professional goal, and a personal goal. The goal setting is based on prior evaluation needs, current school/district needs, student performance historical data, new legislative requirements, and the Florida Principal Leadership Standards. After preparing the goals, district administrators responsible for the evaluations schedule individual, initial conferences with school administrators to deliver and discuss expectations and associated dynamics of Deliberate Practice initiatives. As the superintendent prepares the Deliberate Practice Multiple Measure form for each principal, the principal does likewise for school level assistant principals and/or assistant principal interns. Step 3: Initial Conference Prior to the end of September the initial conference is scheduled by the superintendent or designee with the principal. In turn, the principal conducts the initial conference with the assistant principal and/or assistant principal intern during that same month. The purpose of the initial conference is to review and establish clear expectations and set goals for the year that focus on student achievement, individual strengths, system priorities, and unique situational circumstances. The school leader is responsible throughout the year for collecting evidence to document established goals. The initial conference may include the following intents:
1. Discuss domains, standards and indictors related to student achievement, staff professional development needs, school improvement, system issues, school site developments, personal growth needs, or other pertinent topics.
2. Establish Deliberate Practice goals that interface with school and district goals. 3. Discuss student growth data and measures of performance. 4. Consider means that support continuous school improvement. 5. Review collection of evidence to document demonstration of the leadership domains, standards and
indicators such as on-site interviews, observations, work site analysis, management information system reports, annual reports, school improvement initiatives, student performance, customer surveys, and teacher/parental input as appropriate.
6. Discuss school leadership expectations concerning the effective use of the Sumter County Schools’ Framework for Teaching evaluation instrument.
7. Promote professional development and opportunities to improve skills and knowledge. 8. Determine how input will be secured from parents, teachers, and customers (climate surveys). 9. Determine how to maintain a positive and collaborative relationship with stakeholders to increase student
achievement. 10. Answer questions. 11. Provide mentoring.
Step 4: Mid-year Conference and Monitoring/Formative The mid-year conference is a collaborative, monitoring meeting between the administrator being evaluated and the evaluator responsible for conducting the evaluation: assistant principal or assistant principal intern
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evaluated by the principal; principal evaluated by an appropriate district program elementary or secondary director. Formative in nature, it is conducted in December or January to discuss and record progress on accomplishing annual goals cited on the Deliberate Practice Multiple Measure and produce evidence for ratings on meeting proficiency levels detailed in the Leadership Appraisal Matrix. Evidence at this time could come from frequent site visits by the evaluator and other district administrators, supervisor observations, artifacts, data, a portfolio, interviews, surveys and other accumulated information analyzed in the context of the evaluation indicators. The responsibility for producing appropriate evidence rests with the individual being evaluated while the evaluator is responsible for detailed documentation of same for use by the superintendent in the final conference. The mid-year conference is an opportunity for praise, encouragement, and recommendations. It also provides an opportunity for coaching, mentoring, and timely feedback. From the conference, recommendations for professional development may evolve or further association with like communities of practice. All domains, standards and indicators are part of the discussion and documentation. A deadline prior to the final conference is afforded for follow up submission of evidence in areas where little or no evidence is presented in the mid-year conference. These are areas that would otherwise result in a “Needs Improvement/Developing” or “Unsatisfactory” rating but might also be intended as evidence to bolster a rating upward. Any actions or inactions that might result in an “Unsatisfactory” rating on a domain, standard or indicator if not improved are communicated. Accompanied by appropriate forms (Sumter Leadership Annual Performance Level Calculation, Leadership Evaluation Proficiency Conference Form, Leadership Evaluation Proficiency Conference Form Summary, and Deliberate Practice as a Multiple Measure), the evaluator also submits a documented list or narrative of evidence to the superintendent. Although this process is led by the district evaluator for school principals, the mid-year conference is to be conducted by the principal for assistant principals and assistant principal interns assigned to the school site. Step 5: Preparation for a Consolidated Performance Assessment The superintendent will use the following forms and written information in preparation for the consolidated performance assessment:
Sumter Leadership Annual Performance Level Calculation
Leadership Evaluation Proficiency Conference Form
Leadership Evaluation Proficiency Conference Form Summary
Deliberate Practice as a Multiple Measure
Documented listing or narrative submitted by the evaluator
Student Growth Measures on state assessment provided by the state
Parental/teacher input through annual Climate Survey results
School recruitment and retention statistics of effective or highly effective teachers per SB 736
Improvement in the percentage of classroom teachers evaluated at the effective or highly effective levels SB 736
Other leadership practices that result in improved student outcomes
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The superintendent relies on this information and a personal meeting with the evaluator to discuss, and tentatively calculate an individual’s overall appraisal and Annual Performance Level…the final evaluation rating for each school principal. At this time, the superintendent also considers parental and teacher input as appropriate evidence into the school leader’s evaluation. The superintendent uses the Annual Performance Level Calculation electronic form to accumulate evidence, consolidate ratings, and summarize the outcome for principals. The site administrator does likewise for assistant principals and assistant principal interns. Step 6: Final Conference/Summative Based on this determination and prior to September 15th, a final conference is held between the Superintendent of Schools and individual school principal to present the Annual Performance Level rating. In the case of the assistant principal or assistant principal intern, the site administrator conducts the summative conference. The purposes of the final conference are noted:
1. Review all evidence submitted. 2. Discuss the individual’s performance rating on the Leadership Appraisal Matrix reflecting the Florida
Principal Leadership Standards and arrival at one of four possible performance levels. 3. Consider accomplishment status of each of three (3) predetermined goals listed as Deliberate Practice and
determine the combined final proficiency level. 4. Determine the Leadership Practice Score and associated proficiency designation. 5. Determine impact of the Student Growth Measure and proficiency level. 6. *Consider parent and teacher Climate Survey responses. 7. *Review the administrator’s evaluation of instructional personnel and all pertinent data to determine
improvement in the percentage of classroom teachers evaluated at the effective or highly effective level. 8. *Review school recruitment and retention statistics of effective or highly effective teachers. 9. Combine all for an Annual Performance Level designation. 10. Discuss areas of commendation, where improvement can be accomplished, professional development
needed, and how assistance can be provided to help achieve a higher level of performance while also discussing employment consequences based on a less than desirable performance level and procedures for moving forward.
11. File final, signed Annual Performance Level Calculation form in the Personnel Department to become part of the individual’s personnel record (copy provided to the school leader). The Personnel Department will comply with 1012.34 reporting requirements to the Florida Department of Education.
*Measures of practice or job responsibilities shall be incorporated into the leadership practice portion of the performance level rating.
“Unsatisfactory” Rating Note: An overall rating of “unsatisfactory” is followed by a written explanation with suggestions, assistance and a timeline for improvement. At the Superintendent’s discretion, a rating on any leadership domain, standard, indicator, deliberate practice, or student growth measure of “unsatisfactory” may be accompanied by a written explanation. Should an individual receive an overall rating of “unsatisfactory,” a plan will be developed to allow the individual to improve performance including a timeline and suggested assistance (inservice, college level intervention, model visit and follow-up plan, training, seminars, peer mentor, on-site assistance, etc.) for improvement. This plan will be collaboratively developed between the district and a university designee for
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completers of Sumter’s aspiring educational administrator program who are in their first two years of being a new principal or collaboratively among the superintendent and district evaluators for a more seasoned school level principal. Results from the remediation plan will be documented in a portfolio format, and data collected will be produced as evidence. Required feedback is necessary from the district, cooperating university (as applicable) and principal being evaluated. For any person employed as a member of the administrative staff, the initial annual contract within each job classification shall include a 97 day probationary period during which time the employee’s contract may be terminated without cause or the employee may resign without breach of contract (F.S. 1012.33(1)(b). An administrative employee with less than three (3) years of administrative experience in Sumter County shall be appointed to a one (1) year contract and with no unsatisfactory annual evaluations shall be appointed to a three (3) year contract after completion of their third year of administrative service. This three (3) year contract shall be extended unless a recommendation to the contrary, based on Just Cause as defined in School Board Policy, is made by the Superintendent to the School Board. Re-employed retirees will remain on annual contract. The district school superintendent shall annually notify the department of any school administrators who receive two consecutive unsatisfactory evaluations. The district school superintendent shall also notify the department of any school administrators who are given written notice by the district of intent to terminate or not renew their employment. The department shall conduct an investigation to determine whether action shall be taken against the certificate holder pursuant to a. 1012.795.
Parental/Teacher Input
A mechanism is available to provide parents and teachers an opportunity for input into the school leader’s evaluation through climate surveys conducted annually. Surveys are completed electronically and anonymously with a single click response to multiple questions that respect participants’ time and opinions. The outcome is helpful in identifying perceptions about school climate that impact staff, the learning environment, and student achievement. Using this mechanism, consideration is afforded to prevalent judgments and insightful views during continuous improvement planning. It is imperative that teachers are motivated to teach and students motivated to learn in order to sustain a healthy culture for learning. With a positive school climate benefitting students, teachers and staff, the district and schools continually analyze and improve services based on climate survey results. The parent survey is sent home annually with every student in the school system and includes ten (10) categories, one directed specifically toward school leadership and others indicative of leadership influence for overall impact. The parent survey consists of forty six (46) questions divided among the following categories: Instructional Leadership, Clear and Focused Mission, Safe and Orderly Environment, Positive School Climate, High Expectations, Monitoring of Student Achievement, Emphasis on Essential Skills, Maximum Opportunities for Learning, Parent and Community Involvement, and Technology in the Home. The teacher survey is inclusive of all in the building and has eleven (11) categories with one specifically for collecting opinions on school leadership and others with a more global sense of leadership influence. The teacher survey consists of seventy two (72) questions divided among the following categories: Instructional Leadership, Clear and Focused Mission, Safe and Orderly Environment, Positive School Climate, High
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Expectations for Student Learning, Frequent Monitoring of Student Achievement, Mastery of Essential Skills, Maximum Opportunities for Learning, Parent and Community Involvement, Teachers as Professionals, and an open ended question on Change. The evaluator determines the impact of survey results to provide input into the school leader evaluation. A weight is not assigned as a measurement mechanism but instead, conversation, influence, and consideration of opinions are incorporated in the Leadership Appraisal Matrix ratings under Florida Principal Leadership Standard 9.
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SUMTER COUNTY SCHOOL DISTRICT
“UNSATISFACTORY” RATING ON LEADERSHIP APPRAISAL
An overall rating of “unsatisfactory” is followed by a written explanation with suggestions, assistance and a timeline for improvement. At the Superintendent’s discretion, a rating on any leadership domain, standard, indicator, deliberate practice, or student growth measure of “unsatisfactory” may be accompanied by a written explanation.
Principal_______________________________________________ School ______________________________________________ Date____________________
Record Domain, Standard, Indicator, Deliberate Practice, or Student Growth Measure Rated “Unsatisfactory:”
______________________________________________________________________________
Step 1 Notice Step 2 Action Plan Step 3 Assistance District: University: Professional Development: Model Visit and Follow-Up Plan: Research: Intense Mentorship: Other: Step 4 Timeline Step 5 Review of Evidence and Date Step 6 Results Step 7 Recommendation ………………………………………………………………………………………………………………………………………………………………………….………
Date:_________________________ Principal: __________________________________________________________ District Supervisor____________________________________________Title________________________________
University Designee __________________________________________University____________________________ Applicable to completers of Sumter’s Aspiring Educational Administrator Program who are in their first two years of being a new principal
Applicable to completers of Sumter’s Aspiring Educational Administrator Program who are in their first two years of being a new principal Superintendent: _________________________________________________________________________________
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Sumter School District
Leadership Appraisal Matrix
For
Principals, Assistant Principals, and Assistant Principal Interns
Effective 12-18-14
In Matrix: ♥ = State of Florida School Leader Assessment Indicators
● = Sumter Developed School District Indicators
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Leadership Appraisal Matrix for Principals, Assistant Principals, and Assistant Principal Interns
The fundamental purpose of leadership appraisal is the improvement of curriculum, instruction and student achievement through the building of knowledge and skills of current and prospective educational leaders. Systematic identification of effective practices and measurement of both student results and leadership actions create learning opportunities for leaders throughout the Sumter School District.
Evaluation depends on the candid acknowledgment of a leader’s success and mistakes, and the clear association of those leadership practices with results. This gives the leader the opportunity to provide feedback to the school district, empowers the leader with authority to make decisions that will improve personal effectiveness, is standards-based for exemplary leadership, allows for honest and accurate feedback, and provides for clear descriptions of leadership behaviors. The leader expects to grow, develop, learn, and improve.
Guided by Deliberate Practice as a multiple measure, the leader and evaluator collaborate in identifying specific areas in which development and growth are most needed. The Sumter School District provides this leadership evaluation as a constructive, fair, and clear system for describing behaviors and characteristics that separate highly effective leaders from those who are effective, needing improvement/developing, or unsatisfactory in meeting essential leadership standards.
The evaluation includes a minimum of three conferences to review established goals and expectations and to discuss accurate and timely feedback: initial by September 30 to discuss overall evaluation procedures and expectation of Deliberate Practice, mid-year progress check accompanied by documentation of overall evaluation standards and Deliberate Practice by January 31; and final following release of state assessment scores to determine overall rating. Rubrics are used to distinguish among proficiency levels and are accompanied by a scoring/weighting system applied to leadership practice and how it impacts the final evaluation. Weighting and scoring of indicators and domains are incorporated into the evaluation system.
Highly Effective leaders have an impact on an entire organization and are a primary source of developing additional leadership in their organization. Their performance is beyond effective. They routinely share their ideas, mentor others and view their roles as improving a single entity but also acting as an agent of system-wide improvement.
Effective leaders impact organizational needs within their school by reinforcing and challenging students, teachers and leaders within. They meet requirements for success. Their performance is both adequate and necessary for improvement and clearly makes a contribution to their school. While their work is challenging, rigorous, and demanding, they can be proud of their achievements.
Needs Improvement leaders are principals and assistant principals designated as demonstrating potential but lacking sufficient proficiencies to improve student learning, instructional practice, and/or other responsibilities. They understand what is required for success and are willing to work toward that goal with coaching and support for improved performance. They have a desire and personal motivation to make decisions necessary to become more effective leaders within a reasonable time.
Developing is the designation reserved solely for candidates in the Aspiring Educational Administrator Program who have garnered an “assistant principal intern” placement at a school. Adjustments are made by evaluators as appropriate on the school leader evaluation rubric regarding expectations of assistant principal interns vs. bona fide assistant principals or principals. For the assistant principal interns, levels of proficiency including depth, breadth, knowledge, skill and evidence of demonstration may be modified as deemed appropriate by the evaluator.
Unsatisfactory describes leaders who are inadequate. They do not understand what is required for proficiency or have demonstrated through their action and inaction that they choose not to strive for improvement. The goal is to identify, define, and document inadequate performance and make necessary changes very quickly.
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Florida Principal Leadership Standards – State Board Rule 6A-5.080 Effective 12-20-11
Purpose and Structure of the Standards Purpose: The Standards are set forth in rule as Florida’s core expectations for effective school administrators. The Standards are based on contemporary research on multi-dimensional school leadership, and represent skill sets and knowledge bases needed in effective schools. The Standards form the foundation for school leader personnel evaluations and professional development systems, school leadership preparation programs, and educator certification requirements. Structure: There are ten (10) Standards grouped into categories, which can be considered domains of effective leadership. Each Standard has a title and includes, as necessary, descriptors that further clarify or define the Standard, so that the Standards may be developed further into leadership curricula and proficiency assessments in fulfillment of their purposes.
Domain 1: Student Achievement
Standard 1: Student Learning Results Effective school leaders achieve results on the school’s student learning goals. a. The school’s learning goals are based on the state’s adopted student academic standards and the district’s adopted curricula; and b. Student learning results are evidenced by the student performance and growth on statewide assessments; district-determined assessments that are implemented by the district under Section 1008.22, F.S.; international assessments; and other indicators of student success adopted by the district and state. Standard 2: Student Learning as a Priority Effective school leaders demonstrate that student learning is their top priority through leadership actions that build and support a learning organization focused on student success. a. Enables faculty and staff to work as a system focused on student learning; b. Maintains a school climate that supports student engagement in learning; c. Generates high expectations for learning growth by all students; and d. Engages faculty and staff in efforts to close learning performance gaps among student subgroups within the school.
Domain 2: Instructional Leadership
Standard 3: Instructional Plan Implementation Effective school leaders work collaboratively to develop and implement an instructional framework that aligns curriculum with state standards, effective instructional practices, student learning needs and assessments. a. Implements the Florida Educator Accomplished Practices as described in Rule 6A-5.065, F.A.C., through a common language of instruction; b. Engages in data analysis for instructional planning and improvement; c. Communicates the relationships among academic standards, effective instruction, and student performance; d. Implements the district’s adopted curricula and state’s adopted academic standards in a manner that is rigorous and culturally relevant to the students and school; and
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e. Ensures the appropriate use of high quality formative and interim assessments aligned with the adopted standards and curricula. Standard 4: Faculty Development Effective school leaders recruit, retain and develop an effective and diverse faculty and staff. a. Generates a focus on student and professional learning in the school that is clearly linked to the system-wide strategic objectives and the school improvement plan; b. Evaluates, monitors, and provides timely feedback to faculty on the effectiveness of instruction; c. Employs a faculty with the instructional proficiencies needed for the school population served; d. Identifies faculty instructional proficiency needs, including standards-based content, research-based pedagogy, data analysis for instructional planning and improvement, and the use of instructional technology; e. Implements professional learning that enables faculty to deliver culturally relevant and differentiated instruction; and f. Provides resources and time and engages faculty in effective individual and collaborative professional learning throughout the school year.
Standard 5: Learning Environment Effective school leaders structure and monitor a school learning environment that improves learning for all of Florida’s diverse student population. a. Maintains a safe, respectful and inclusive student-centered learning environment that is focused on equitable opportunities for learning and building a foundation for a fulfilling life in a democratic society and global economy; b. Recognizes and uses diversity as an asset in the development and implementation of procedures and practices that motivate all students and improve student learning; c. Promotes school and classroom practices that validate and value similarities and differences among students; d. Provides recurring monitoring and feedback on the quality of the learning environment; e. Initiates and supports continuous improvement processes focused on the students’ opportunities for success and well-being; and f. Engages faculty in recognizing and understanding cultural and developmental issues related to student learning by identifying and addressing strategies to minimize and/or eliminate achievement gaps.
Domain 3: Organizational Leadership
Standard 6: Decision Making Effective school leaders employ and monitor a decision-making process that is based on vision, mission and improvement priorities using facts and data. a. Gives priority attention to decisions that impact the quality of student learning and teacher proficiency; b. Uses critical thinking and problem solving techniques to define problems and identify solutions; c. Evaluates decisions for effectiveness, equity, intended and actual outcome; implements follow-up actions; and revises as needed; d. Empowers others and distributes leadership when appropriate; and e. Uses effective technology integration to enhance decision making and efficiency throughout the school.
Standard 7: Leadership Development Effective school leaders actively cultivate, support, and develop other leaders within the organization. a. Identifies and cultivates potential and emerging leaders; b. Provides evidence of delegation and trust in subordinate leaders;
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c. Plans for succession management in key positions; d. Promotes teacher-leadership functions focused on instructional proficiency and student learning; and e. Develops sustainable and supportive relationships between school leaders, parents, community, higher education and business leaders. Standard 8: School Management Effective school leaders manage the organization, operations, and facilities in ways that maximize the use of resources to promote a safe, efficient, legal, and effective learning environment. a. Organizes time, tasks and projects effectively with clear objectives and coherent plans; b. Establishes appropriate deadlines for him/herself and the entire organization; c. Manages schedules, delegates, and allocates resources to promote collegial efforts in school improvement and faculty development; and d. Is fiscally responsible and maximizes the impact of fiscal resources on instructional priorities. Standard 9: Communication Effective school leaders practice two-way communications and use appropriate oral, written, and electronic communication and collaboration skills to accomplish school and system goals by building and maintaining relationships with students, faculty, parents, and community. a. Actively listens to and learns from students, staff, parents, and community stakeholders; b. Recognizes individuals for effective performance; c. Communicates student expectations and performance information to students, parents, and community; d. Maintains high visibility at school and in the community and regularly engages stakeholders in the work of the school; e. Creates opportunities within the school to engage students, faculty, parents, and community stakeholders in constructive conversations about important school issues; f. Utilizes appropriate technologies for communication and collaboration; and g. Ensures faculty receives timely information about student learning requirements, academic standards, and all other local state and federal administrative requirements and decisions.
Domain 4: Professional and Ethical Behavior
Standard 10: Professional and Ethical Behaviors Effective school leaders demonstrate personal and professional behaviors consistent with quality practices in education and as a community leader. a. Adheres to the Code of Ethics and the Principles of Professional Conduct for the Education Profession in Florida, pursuant to Rules 6B-1.001 and 6B-1.006, F.A.C.; b. Demonstrates resiliency by staying focused on the school vision and reacting constructively to the barriers to success that include disagreement and dissent with leadership; c. Demonstrates a commitment to the success of all students, identifying barriers and their impact on the well-being of the school, families, and local community; d. Engages in professional learning that improves professional practice in alignment with the needs of the school system; e. Demonstrates willingness to admit error and learn from it; and f. Demonstrates explicit improvement in specific performance areas based on previous evaluations and formative feedback. Rulemaking Authority 1001.02, 1012.34, 1012.55(1), 1012.986(3) FS. Law Implemented 1012.55, 1012.986, 1012.34 FS. History–New 5-24-05, Formerly 6B- 5.0012, Amended 12-20-11.
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Domain 1 Student Achievement
Standard 1 Student Learning Results Effective school leaders achieve results on the school’s student learning goals.
Indicator 1.1.1 Understands student requirements and academic standards
Highly Effective (System-wide Impact)
In addition to “Effective”… Highly effective leaders have an impact on an entire organization and are a primary source of developing additional leadership in their organization. Their performance is beyond effective. They routinely share their ideas, mentor others and view their roles as improving a single entity but also acting as an agent of system-wide improvement.
Effective (Local Impact)
Effective leaders impact organizational needs within their school by reinforcing and challenging students, teachers and leaders within. They meet requirements for success. Their performance is both adequate and necessary for improvement and clearly makes a contribution to their school. While their work is challenging, rigorous, and demanding, they can be proud of their achievements.
Needs Improvement/Developing (Leadership Potential)
Needs Improvement leaders are principals and assistant principals designated as demonstrating potential but lacking sufficient proficiencies to improve student learning, instructional practice, and/or other responsibilities. They understand what is required for success and are willing to work toward that goal with coaching and support for improved performance. They have a desire and personal motivation to make decisions necessary to become more effective leaders within a reasonable time. Developing is the designation reserved solely for candidates in the Aspiring Educational Administrator Program who have garnered an “assistant principal intern” placement at a school. Adjustments are made by evaluators as appropriate on the school leader evaluation rubric regarding expectations of assistant principal interns vs. bona fide assistant principals or principals. For the assistant principal interns, levels of proficiency including depth, breadth, knowledge, skill and evidence of demonstration may be modified as deemed appropriate by the evaluator.
Unsatisfactory Unsatisfactory describes leaders who are inadequate. They do not understand what is required for proficiency or have demonstrated through their action and inaction that they choose not to strive for improvement. The goal is to identify, define, and document inadequate performance and make necessary changes very quickly.
●The state student academic standards are used and shared with other buildings. ●The leader ensures that specific faculty meetings and staff development forums are focused on student achievement, including reviews of individual student work compared to standards.
●Each academic standard has been translated into student-accessible language. ●State standards are shared and easily visible on campus. ●The link between standards and student performance is evident from the posting of proficient student work throughout the building.
●The leader ensures that standards are posted, and required training has been conducted.
●Classroom curriculum is a matter of individual discretion, and the leader is hesitant to intrude or is indifferent to decisions in the classroom that are at variance from the requirements of academic standards.
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Domain 1 Student Achievement
Standard 1 Student Learning Results Effective school leaders achieve results on the school’s student learning goals.
Indicator 1.1.2 Plans and sets goals
Highly Effective (System-wide Impact)
In addition to “Effective”…
Effective (Local Impact)
Needs Improvement/Developing
(Leadership Potential)
Unsatisfactory
●The leader routinely shares examples of specific leadership, teaching, and curriculum strategies that are associated with improved student achievement. ●Other leaders in the system credit this leader with sharing ideas, coaching teachers and leaders, and providing technical assistance to implement successful new initiatives.
●Goals and strategies reflect a clear relationship between the actions of teachers and leaders and the impact on student achievement. ●Results show steady improvements based on these leadership initiatives.
●The leader has established student achievement goals that are specific and measurable, but these efforts have yet to result in improved student achievement.
●The goals are neither measurable nor specific. ●The leader focuses more on student characteristics than on the actions of the teachers and leaders in the system.
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Domain 1 Student Achievement
Standard 1 Student Learning Results Effective school leaders achieve results on the school’s student learning goals.
Indicator 1.1.3 Focuses on student achievement results
Highly Effective (System-wide Impact)
In addition to “Effective”…
Effective (Local Impact)
Needs Improvement/Developing
(Leadership Potential)
Unsatisfactory
●The leader has a consistent record of improved student achievement on multiple indicators of student success. ●Student success occurs not only on the overall averages, but also in each group of historically disadvantaged students. ●Explicit use of previous data indicates that the leader has focused on improving performance. ●In areas of previous success, the leader aggressively identifies new challenges, moving proficient performance to the exemplary level. ●Where new challenges emerge, the leader highlights the need, creates effective interventions, and reports improved results.
●The leader hits the numbers, meeting performance goals for student achievement. ●The average of the student population improves, as does the achievement of each group of students who have previously been identified as needing improvement.
●There is some evidence of improvement, but insufficient evidence of changes in leadership, teaching, and curriculum that will create the improvements necessary to achieve student performance goals.
●Indifferent to the data, this leader blames students, families, and external characteristics. ●This leader does not believe that student achievement can improve. ●This leader has not taken decisive action to change time, teacher assignment, curriculum, leadership practices, or other variables in order to improve student achievement.
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Domain 1 Student Achievement
Standard 2 Student Learning as a Priority Effective school leaders demonstrate that student learning is their top priority through leadership actions that build and support a learning organization focused on student success.
Indicator 1.2.1 Reports student achievement to students, parents, teachers, and other leaders
Highly Effective (System-wide Impact)
In addition to “Effective”…
Effective (Local Impact)
Needs Improvement/Developing
(Leadership Potential)
Unsatisfactory
●The leader reports at all levels extend far beyond the report card to include standards and achievement reports detailing student performance. ●Faculty meetings and professional development meetings are focused on the locally produced academic reports, and there is clear evidence of changes in leadership, teaching, and curriculum as a response to these analyses. ●Reports of academic achievement can be produced at any time, and for students who require particular assistance, the frequency of academic achievement reporting is increased.
●Student achievement reports include traditional report cards and grades but also standards, achievement reports, and detailed student performance on standards as a part of each reporting period.
●Required report cards are delivered in a timely and accurate manner. ●Faculty members and administrators can explain the relationship of grades to standards where required.
●Standard report cards with letter grades are provided. ●Any relationship between grades and standards is a matter of the teacher’s individual discretion.
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Domain 1 Student Achievement
Standard 2 Student Learning as a Priority Effective school leaders demonstrate that student learning is their top priority through leadership actions that build and support a learning organization focused on student success.
Indicator 1.2.2 Uses student achievement data to make instructional leadership decisions
Highly Effective (System-wide Impact)
In addition to “Effective”…
Effective (Local Impact)
Needs Improvement/Developing
(Leadership Potential)
Unsatisfactory
●The leader demonstrates clear evidence of the use of state, district, building, and classroom data to make specific and observable changes in teaching, curriculum, and leadership decisions: classes offered based on data, teacher assignment based on data, and matching highly qualified teachers to student needs. ●The leader regularly shares with other leaders and teachers both successes and failures based on local data analysis. ●The student data wall is the focal point of both formal and informal leadership and faculty discussions.
●There is clear evidence of changes in curriculum, teaching, and leadership based on data. ●A data wall is evident, and both leader and teachers refer to it as a basis for making instructional decisions.
●The leader participates in data-driven decision- making seminars but demonstrates limited evidence of changes based on data.
●The leader is indifferent to data and makes no changes in schedule, instruction, curriculum, or leadership compared to the previous year. ●The data screams, “Change!” The leader’s actions say, “Everything is just fine.”
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Domain 1 Student Achievement
Standard 2 Student Learning as a Priority Effective school leaders demonstrate that student learning is their top priority through leadership actions that build and support a learning organization focused on student success.
Indicator 1.2.3 Understands present levels of student performance based on consistent assessments that reflect local and state academic standards
Highly Effective (System-wide Impact)
In addition to “Effective”…
Effective (Local Impact)
Needs Improvement/Developing
(Leadership Potential)
Unsatisfactory
●The leader demonstrates evidence of decisive changes in teacher assignments and curriculum based on student performance data. ●Case studies of effective and ineffective decisions are shared frequently with faculty and with other leaders and throughout the district.
●Specific evidence of specific changes based on student performance data is visible and readily available. ●The leader can demonstrate student learning as the driving force for curriculum, instruction, and institutional decision-making. ●Specific decisions are routinely based on data.
●The leader is aware of classroom, school, state, and district results, and has discussed those results with staff. ●Specific decisions are routinely based on data.
●The leader is unaware of or indifferent to the data.
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Domain 1 Student Achievement
Standard 2 Student Learning as a Priority Effective school leaders demonstrate that student learning is their top priority through leadership actions that build and support a learning organization focused on student success.
Indicator 1.2.4 Bases decisions of teacher assignment, course content, schedule, and student curriculum on specific needs for improved student achievement
Highly Effective (System-wide Impact)
In addition to “Effective”…
Effective (Local Impact)
Needs Improvement/Developing
(Leadership Potential)
Unsatisfactory
●The leader uses multiple data sources, including state, district, school, and classroom assessments, and has at least 3 years of data. ●The leader empowers teaching and administrative staff to draw inferences from data. ● Data insights are regularly the subject of faculty meetings and professional development sessions. ●The leader has coached other school leaders in other schools to improve their data analysis.
●The leader uses multiple data sources, including state and district assessments, and has at least 2 years of data. ●The leader systematically examines data at the subscale level to find strengths and challenges. ●The leader can specifically document examples of decisions in teaching assignment, curriculum, assessment, and intervention that have been made on the basis of data analysis.
●The leader is aware of state and district results and has discussed those results with staff, but has not linked specific decisions to the data.
●The leader is unaware of or indifferent to the data.
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Domain 2 Instructional Leadership
Standard 3 Instructional Plan Implementation Effective school leaders work collaboratively to develop and implement an instructional framework that aligns curriculum with state standards, effective instructional practices, student learning needs, and assessments.
Indicator 2.3.1 Assesses for teaching and learning
Highly Effective (System-wide Impact)
In addition to “Effective”…
Effective (Local Impact)
Needs Improvement/Developing
(Leadership Potential)
Unsatisfactory
●The leader uses data to create instructional schedules and has trained faculty and staff to examine student and staff performance and patterns by grade, department, and student subgroups. ●The leader serves as a resource to other leaders as well as district staff in the disaggregation of data, providing advice regarding the types and effective utilization of reports. ●Learning communities are created among staff to provide support, coaching, and modeling, as well as school-based mentoring to promote growth in student academic performance.
●The leader is able to examine the data reports in order to make instructional decisions for individual students. ●The leader disaggregates data and conferences with teachers to assist in identifying patterns in student achievement and strategy implementation. ●This data is used to establish Individual Professional Development Plans. ●The leader researches and purchases educational software to meet the needs of diverse learners based on data. ●Teachers participate in workshops and conferences outside of the school or district.
●The leader is able to review data to identify patterns in student achievement or teacher implementation. ●The leader uses District approved software. ●Teachers participate in hands-on instruction with follow-up activities.
●The leader is aware of data resources available but infrequently accesses them. ●The leader relies on district staff for technology and data professional development. ●The leader lacks a focused approach on selection of educational software.
70
Domain 2 Instructional Leadership
Standard 3 Instructional Plan Implementation Effective school leaders work collaboratively to develop and implement an instructional framework that aligns curriculum with state standards, effective instructional practices, student learning needs, and assessments.
Indicator 2.3.2 Uses formative and interim assessments aligned with adopted standards and curricula
Highly Effective (System-wide Impact)
In addition to “Effective”…
Effective (Local Impact)
Needs Improvement/Developing
(Leadership Potential)
Unsatisfactory
♥ Formative assessments are part of the school culture, and interim assessment data is routinely used to review and adapt plans and priorities that result in increased student achievement. ●This leader is helpful in coaching other leaders on appropriate applications of assessment results and has helped effect changes throughout the district.
♥The leader uses state, district, school, and classroom assessment data to make specific and observable changes in teaching, curriculum, and leadership decisions. ♥These specific and observable changes result in increased achievement for students.
♥The leader inconsistently shares knowledge with staff to increase student achievement. ♥There is inconsistency in how assessment data are used to change schedules, instruction, curriculum, or leadership. ♥There is rudimentary use of assessment data from the state, district, school, and classroom levels.
♥Student achievement remains unchanged or declines. ♥The leader does not use assessment data from the state, district, school, and classroom levels.
71
Domain 2 Instructional Leadership
Standard 3 Instructional Plan Implementation Effective school leaders work collaboratively to develop and implement an instructional framework that aligns curriculum with state standards, effective instructional practices, student learning needs, and assessments.
Indicator 2.3.3 Demonstrates technology leadership and vision
Highly Effective (System-wide Impact)
In addition to “Effective”…
Effective (Local Impact)
Needs Improvement/Developing
(Leadership Potential)
Unsatisfactory
●The leader ‘s technology plans are focused on increased student achievement and are updated regularly. ●Students regularly use technology to work with peers ●Teachers propose, assess, and implement technology-based solutions to real world problems and higher order thinking skills. ●The school has a current parent/student friendly website. ●All teachers use a link to the web for posting information. ●All teachers use technology effectively for lesson delivery and facilitate students’ appropriate use of technology.
●Technology planning is integrated into the school improvement plan and approved by the SAC. ●In addition to access for research, technology is used for remediation and skill building. ●A planned schedule identifies students and prescribes times for effective computer use. ●The school web page is up to date with current school information. ●The leader promotes, models, and enforces the social, ethical, and copyright issues associated with technology. ●A majority of faculty attempt to use technology for lesson delivery, and regularly involve students in the appropriate use of technology.
●The leader’s technology plan is aligned with the district and state plan. ●Technology is used for internal tasks and communication. ● Individual use by students for research and internet resources is available in a centralized area. ●The web page has been updated within the past 60 days, with current school year information posted. ●Some faculty attempt to use technology for lesson delivery and occasionally involve students in the appropriate use of technology.
●The leader’s technology plan focuses on hardware acquisition. ●Technology is used primarily for administrative tasks. Student access is limited. ●The leader abdicates technology projects and decisions to a Technology Coordinator. ●The web page is static, out of date, or non-existent. ●The majority of faculty members demonstrate limited or no use of technology for lesson delivery.
72
Domain 2 Instructional Leadership
Standard 4 Faculty Development Effective School Leaders recruit, retain, and develop an effective and diverse faculty and staff.
Indicator 2.4.1 Coaches and mentors faculty and teacher leaders
Highly Effective (System-wide Impact)
In addition to “Effective”…
Effective (Local Impact)
Needs Improvement/Developing
(Leadership Potential)
Unsatisfactory
● The leader is deliberate in establishing development structures that conform to the National Staff Development Council Standards. ●The leader coaches other leaders on successful observation strategies. ●The leader is seen by the teaching staff as capable of coaching them to improve yet willing to hold them accountable for performance that is not considered acceptable. ●The leader has demonstrated leadership with evidence that Florida Protocol Standards for Professional Development have been implemented at the site. ●Multiple examples exist that verify a standards-based professional learning community.
●Employs faculty with certifications and instructional capabilities to meet needs of the school’s unique student body. ●The leader engages in coaching to improve teaching and learning. ●The leader is receptive to innovative teaching strategies and willing to facilitate new approaches to instruction. ●The leader monitors alignment of plans and classroom activities ●A system has been developed to provide regular observation of classrooms. ●Observations and evaluations are used for rating purposes but also for coaching and professional development opportunities. ●The leader organizes faculty into an effective learning community.
●The leader is able to identify certain effective instructional strategies. ●The leader completes the observation process but seldom provides insights into strategies and practices that add value to teacher practices. ●Documents often contain mistakes or are not implemented in a timely manner.
●The leader views classroom observations as an obligation to make sure teachers are teaching and students are on task. ●Evidence of coaching and mentoring, if any, does not specify effective teaching strategies or provide feedback that is either corrective or accurate.
73
Domain 2 Instructional Leadership
Standard 4 Faculty Development Effective School Leaders recruit, retain, and develop an effective and diverse faculty and staff.
Indicator 2.4.2 Understands faculty
proficiencies and needs for
further development
Highly Effective (System-wide Impact)
In addition to “Effective”…
Effective (Local Impact)
Needs Improvement/Developing
(Leadership Potential)
Unsatisfactory
●The leader has demonstrated a record of tailor-made professional development opportunities linked to the needs of each certified staff member. ●The leader personally participates in professional development to demonstrate a commitment to life-long learning. ●The leader routinely shares professional development opportunities with other schools, departments, districts, and organizations in order to build the professional knowledge opportunities of the entire community.
●The leader has collaborated to create individualized professional development plans for each faculty member, and professional development activities reflect the prioritized needs of these plans.
●The leader is aware of the differentiated needs of faculty, and there are a few instances of differentiated professional development.
●The leader provides professional development that is typically “one size fits all,” and there is little or no evidence of recognition of individual faculty needs.
74
Domain 2 Instructional Leadership
Standard 4 Faculty Development Effective School Leaders recruit, retain, and develop an effective and diverse faculty and staff.
Indicator 2.4.3 Participates in personally leading professional development
Highly Effective (System-wide Impact)
In addition to “Effective”…
Effective (Local Impact)
Needs Improvement/Developing
(Leadership Potential)
Unsatisfactory
●The leader is frequently and regularly an active participant in teacher-led professional development, demonstrating with a commitment of time and intellect that the leader is a learner and is willing to learn from colleagues on a regular basis. ●The leader shares learning experiences with other leaders and colleagues throughout the system.
●The leader regularly devotes faculty meetings to professional development, not announcements. Often the leader personally leads professional development during the year.
●The leader sometimes devotes faculty meetings to professional development and occasionally shares personal learning experiences with colleagues.
●The leader generally stopped acquiring new information after completing graduate school and displays little or no evidence of new learning or sharing that learning with colleagues.
75
Domain 2 Instructional Leadership
Standard 4 Faculty Development Effective School Leaders recruit, retain, and develop an effective and diverse faculty and staff.
Indicator 2.4.4 Uses formal and informal feedback with colleagues exclusively for the purpose of improving individual and organizational performance
Highly Effective (System-wide Impact)
In addition to “Effective”…
Effective (Local Impact)
Needs Improvement/Developing
(Leadership Potential)
Unsatisfactory
●The leader consistently provides constructive feedback as a means of improving instruction. ●The leader applies creative forms of feedback. Examples include nomination of employees for recognition and awards and letters of commendation. ●The entire district reflects the leader’s relentlessly positive reinforcement, and performance by individuals. ●The leader balances individual recognition with team and district-wide recognition. ♥The leader engages in a variety of traditional and non-traditional recruitment strategies and then prioritizes based on where to find, hire, and retain the most effective teachers.
●The leader provides formal feedback consistent with district evaluation instruments, and provides informal feedback to reinforce good performance, highlight strengths, and address needs of faculty and staff. ●The leader‘s feedback is explicitly linked to organizational goals, and both the leader and employees can cite examples of where feedback is used to improve individual and organizational performance. ♥The leader works collaboratively with the staff in the human resources office to define, recruit, and retain effective or highly effective teachers based upon the school population served.
●The leader adheres to the personnel policies in providing formal feedback, although the feedback is only occasionally used to improve organizational performance. ♥The leader relies on the district office to post notices of vacancies and identify potential applicants
●The leader‘s formal feedback is not specific. ●Informal feedback is rare and more likely to be associated with negative than positive behavior. ♥The leader approaches the recruitment and hiring process from a reactive rather than a proactive standpoint.
76
Domain 2 Instructional Leadership
Standard 5: Learning Environment Effective school leaders structure and monitor a school learning environment that improves learning for all of Florida’s diverse student population.
Indicator 2.5.1 Maintains a safe, respectful, and inclusive student-centered learning environment
Highly Effective (System-wide Impact)
In addition to “Effective”…
Effective (Local Impact)
Needs Improvement/Developing
(Leadership Potential)
Unsatisfactory
♥The leader provides clear, convincing, and consistent evidence of ensuring the creation and maintenance of a learning environment conducive to successful teaching and learning for all and shares these practices with others throughout the district. ♥Involves the school and community to collect data on curricular and extra-curricular student involvement to assure equal opportunity for student participation.
♥The leader provides clear evidence of creating and maintaining a learning environment that is generally conducive to ensuring effective teaching practices and learning, although there may be some exceptions. ♥Collects data on curricular and extra-curricular student involvement to assure equal opportunity for student participation.
♥The leader provides limited evidence of creating a safe school either in planning or actions. ♥Collects data on curricular and extra-curricular student involvement.
♥The leader provides little to no evidence of making plans for a safe and respectful environment to ensure successful teaching and learning or addresses safety concerns as they arise. ♥Does not collect data on curricular and extra-curricular student involvement.
77
Domain 2 Instructional Leadership
Standard 5: Learning Environment Effective school leaders structure and monitor a school learning environment that improves learning for all of Florida’s diverse student population.
Indicator 2.5.2 Initiates and supports continuous improvement in a multi-tiered system of opportunities for student success and well-being
Highly Effective (System-wide Impact)
In addition to “Effective”…
Effective (Local Impact)
Needs Improvement/Developing
(Leadership Potential)
Unsatisfactory
♥Through all grades and subjects a multi-tiered system of supports is operational providing core universal supports (research‐based, high‐quality, general education instruction and support; screening and benchmark assessments for all students, and continuous data collection continues to inform instruction). ♥Problem solving is used to identify and implement targeted supplemental supports for students not successful on core lessons . ♥Where targeted supplemental supports are not successful, intensive individual supports are employed based on needs. ♥Skillful problem solving ensures staff has adequate time and support, and effectively monitors teacher research-based instruction.
♥Problem solves skillfully (e.g., conceptualizing, applying, analyzing, synthesizing, and/or evaluating information) to provide adequate time, resources, and support to teachers to deliver the district’s curriculum to all students. ♥Celebrations of student success are common events and are focused on recognition of the methods and effort expended so students understand what behaviors led to the success. ♥Most grades and subject track student learning growth on priority instructional targets. ♥ MTSS is operational across the grades and subjects.
♥Problem solving efforts are unskillfully used to provide adequate time, resources, and support to teachers to deliver the district’s curriculum and state’s standards to students. ♥Celebrations of student success are provided but are inconsistent in focusing on how/why students succeeded. ♥ MTSS is operational in some classes.
♥No actions other than use of slogans and exhortations to succeed are taken by the leader to address practices and process that actually enable success. ♥ MTSS is not operational.
78
Domain 2 Instructional Leadership
Standard 5: Learning Environment Effective school leaders structure and monitor a school learning environment that improves learning for all of Florida’s diverse student population.
Indicator 2.5.3 Promotes diversity practices that validate and value similarities and differences among students
Highly Effective (System-wide Impact)
In addition to “Effective”…
Effective (Local Impact)
Needs Improvement/Developing
(Leadership Potential)
Unsatisfactory
♥With others throughout the district, the leader shares strategies that help put into action a belief that all students can learn at high levels by leading curriculum, instruction, and assessment that reflect and respect the diversity of students and staff. ♥The leader provides an instructional program where recurring adaptations in instruction address variations in student learning needs, styles, and learning strengths as routine events in all classes.
♥The leader systematically acts on the belief that all students can learn at high levels by leading curriculum, instruction, and assessment that reflect and respect the diversity of students and staff. ♥Classroom practices consistently reflect appropriate adjustments based on cultural, racial, and ethnic backgrounds of students. ♥The leader’s expectations that teachers adapt instructional strategies to meet individual student needs are an accepted part of the shared vision of the leader and faculty.
♥The leader inconsistently acts on the belief that all students can learn at high levels by sometimes leading curriculum, instruction, and assessment that reflect and respect the diversity of students and staff. ♥The leader has taken some actions that set expectations for teachers adapting instructional strategies to meet individual student needs, and such individualization is evident in some but not most classes.
♥The leader limits opportunities for all students to meet high expectations by allowing or ignoring practices in curriculum, instruction, and assessment that are culturally, racially, or ethnically insensitive and/or inappropriate. ♥Takes no actions that set expectations for teachers adapting instructional strategies to meet individual student needs.
79
Domain 2 Instructional Leadership
Standard 5: Learning Environment Effective school leaders structure and monitor a school learning environment that improves learning for all of Florida’s diverse student population.
Indicator 2.5.4 Engages faculty in addressing strategies to minimize and/or eliminate achievement gaps for individual learners and subgroups of students
Highly Effective (System-wide Impact)
In addition to “Effective”…
Effective (Local Impact)
Needs Improvement/Developing
(Leadership Potential)
Unsatisfactory
♥The leader has created a self-regulating system based on data that guarantees regular and predictable success of all sub-groups, even if conditions change from one year to another. ♥Achievements gaps have been eliminated or substantially minimized with trend lines consistently moving toward elimination of such gaps.
♥Processes to minimize achievement gaps within all impacted subs-groups are employed for all sub-groups with positive trend lines showing reduction of gaps for all subgroups. ♥The leader consistently applies the process of inquiry and/or has enabled development of processes that generate greater understanding of the school’s current systems and their impact on sub-group academic achievement.
♥Sub-groups within the school and associated with achievement gaps have been identified and some processes are underway to understand root causes. ♥Some actions to minimize the gaps have been implemented but either do not reach all sub-group students or have inconsistent or minimal results. ♥The leader inconsistently applies the process of inquiry and/or has enabled only limited efforts to develop processes that generate greater understanding of the school’s current systems and their impact on sub-group academic achievement.
♥The leader does not identify nor implement strategies to understand the causes of sub-group achievement gaps. ♥Under the leader’s direction, no changes in practices or processes have been implemented that are designed to address achievement gaps. ♥The leader does not apply the process of inquiry and/or develop processes that generate a greater understanding of the school’s current systems and their impact on sub-group academic achievement.
80
Domain 3 Organizational Leadership
Standard 6: Decision Making Effective school leaders employ and monitor a decision-making process that is based on vision, mission, and improvement priorities using facts and data.
Indicator 3.6.1 Bases decisions on facts including specific reference to internal and external data on student achievement and objective data on curriculum, teaching practices, and leadership practices
Highly Effective (System-wide Impact)
In addition to “Effective”…
Effective (Local Impact)
Needs Improvement/Developing
(Leadership Potential)
Unsatisfactory
●Decision making is consistently based on the data reflecting the quality of student learning and teacher proficiency. ●Use of data is reflected in all decisions, ranging from course and classroom assignments to the discontinuation of programs. ●The leader can cite specific examples of practices that have been changed, discontinued, and initiated based on data analysis. ●A variety of data sources, including qualitative and quantitative, are used. ●Data sources include state, district, school and classroom levels. ●Inferences from data are shared widely outside the school community in order to scrutinize the analysis and replicate the success of this school leader.
●The records of decision making reflect a clear reliance on state and district student achievement data and other important classroom and school data.
●Some decisions are based on data, but others are the result of personal preference and tradition.
●Data is rarely used for decisions, and the predominant decision-making methodology is either a popularity contest, an imperial mandate from the leader, or independent decisions that are not informed by data or collaborations with others.
81
Domain 3 Organizational Leadership
Standard 6: Decision Making Effective school leaders employ and monitor a decision-making process that is based on vision, mission, and improvement priorities using facts and data.
Indicator 3.6.2 Clearly identifies decision-making structure, including which decisions are made by consensus or by the staff independently, which decisions are made by the leader after getting input from the staff, and which decisions are made by the leader alone
Highly Effective (System-wide Impact)
In addition to “Effective”…
Effective (Local Impact)
Needs Improvement/Developing
(Leadership Potential)
Unsatisfactory
●All stakeholders understand the difference between decision-making levels, where Level I represents a staff decision by consensus or majority; Level II represents a staff input that will significantly influence leadership decisions; and Level III represents a unilateral leadership decision. ●The leader uses data in such a compelling way that the vast majority of decisions are Level I decisions. ●Staff surveys reflect a staff feeling of empowerment and personal responsibility for organizational success.
●The leader clarifies the decision-making method for major decisions and shares decisions with the staff, using data to the greatest extent possible to support those decisions.
●The leader uses both consensus and unilateral decision making, but the reason for changing decision-making structures is not consistently clear.
●The leader lurches from autocracy to democracy with no clear method, demoralizing and bewildering the staff.
82
Domain 3 Organizational Leadership
Standard 6: Decision Making Effective schools employ and monitor a decision-making process that is based on vision, mission, and improvement priorities using facts and data.
Indicator 3.6.3 Demonstrates that decisions are linked to vision, mission, and strategic priorities
Highly Effective (System-wide Impact)
In addition to “Effective”…
Effective (Local Impact)
Needs Improvement/Developing
(Leadership Potential)
Unsatisfactory
●The vision, mission, and strategic priorities of the leader and the organization are visible, ingrained in the culture of the organization, and routinely used as a reference point for decisions. ●The use of strategic guidelines for decision-making filters makes many decisions self-evident and avoids time wasted on unproductive arguments. ♥The leader’s monitoring process generates a shared vision with the faculty of high expectations for faculty proficiency in the FEAPs, research-based instructional strategies, and the indicators in the teacher evaluation system.
●The decisions of the leader are consistent with the vision, mission, and strategic priorities of the organization. ●The alignment of these decisions to vision, mission, and strategic priorities is based on current data. ♥The leader’s effectiveness monitoring process provides the leader and leadership team with a realistic overview of the current reality of faculty effectiveness on the FEAPs, the indicators in the teacher evaluation system, and research-based instructional strategies
●While the vision, mission, and priorities may be visible; they are not consistently linked to the leader’s decisions. ♥The district teacher evaluation system is being implemented but the process is focused on procedural compliance rather than improving faculty proficiency on instructional strategies that impact student achievement.
●The leader is unaware of or disconnected from the organization’s vision, mission, and strategic priorities. ●There is little or no evidence of the relationship of leadership decisions to these organizational guideposts. ♥Monitoring does not comply with the minimum requirements of the district teacher evaluation systems. ♥Monitoring is not focused on teacher proficiency in research-based strategies and the FEAPs.
83
Domain 3 Organizational Leadership
Standard 7 Leadership Development Effective school leaders actively cultivate, support, and develop other leaders within the organization.
Indicator 3.7.1 Mentors emerging leaders by developing strong professionals who are capable of immediately assuming leadership responsibility in this school or other buildings
Highly Effective (System-wide Impact)
In addition to “Effective”…
Effective (Local Impact)
Needs Improvement/Developing
(Leadership Potential)
Unsatisfactory
●The leader has multiple professional leaders who are ready to assume leadership responsibilities, and the leader has already established a track record placing former mentees in positions of leadership. ●The leader continues to provide guidance and mentorship to new, developing, and emerging leaders even when they are outside of the leader’s personal span of leadership. ●Multiple leaders throughout the system cite this leader as a mentor and reason for their success.
●The leader has personally trained at least one professional who is capable of replacing the leader today, addressing skills, knowledge, dispositions and actions of leadership.
●The leader provides some training to professionals who may, in time, be capable of independently assuming a leadership role.
●The leader has not provided the opportunities or coaching necessary to equip current professionals with the skills necessary to assume additional responsibilities, and there does not appear to be a coherent and consistent leadership-training program in place.
84
Domain 3 Organizational Leadership
Standard 7 Leadership Development Effective school leaders actively cultivate, support, and develop other leaders within the organization.
Indicator 3.7.2 Plans for succession through consistent identification of potential future leaders
Highly Effective (System-wide Impact)
In addition to “Effective”…
Effective (Local Impact)
Needs Improvement/Developing
(Leadership Potential)
Unsatisfactory
●The leader routinely identifies and recruits new leaders. ●The leader is noted for identifying leaders from unexpected sources, including helping potential leaders find their own leadership strengths even when they had not initially considered a leadership career. ●The leader helps other leaders to identify and recruit potential leadership candidates. ●The leader has demonstrated the alignment of coaching and mentoring efforts.
●The leader encourages subordinates to participate in leadership development to demonstrate leadership proficiencies and develops opportunities at the school through release time. ●The leader also provides appropriate coaching and mentoring to these potential leaders as follow-up and reflection on provided experiences.
●The leader identifies and recruits potential leaders and provides them ample opportunity for release time, appropriate training, and on-the-job experiences.
●No evidence exists of developing leadership in others. ●The leader appears to be indifferent to the need for leadership in the system.
85
Domain 3 Organizational Leadership
Standard 7 Leadership Development Effective school leaders actively cultivate, support, and develop other leaders within the organization.
Indicator 3.7.3 Delegates and trusts subordinate leaders
Highly Effective (System-wide Impact)
In addition to “Effective”…
Effective (Local Impact)
Needs Improvement/Developing
(Leadership Potential)
Unsatisfactory
● The leader empowers people throughout the organization in formal and informal ways. ●Faculty members participate in the facilitation of meetings and exercise leadership in committees and task forces; other employees, including non-certified staff, exercise appropriate authority and assume leadership roles where appropriate. ●The climate of trust and delegation in this organization contributes directly to the identification and empowerment of the next generation of leadership.
●There is a clear pattern of the leader’s delegated decisions, with authority to match responsibility at every level in the organization. ●The relationship of authority and responsibility and delegation of authority is clear in personnel documents, such as evaluations, and also in the daily conduct of meetings and organization business.
●The leader sometimes delegates, but also maintains decision-making authority that could be delegated to others.
●The leader reserves almost all decision-making authority, even on immaterial matters. ●The leader does not afford subordinates the opportunity or support to develop or to exercise independent judgment.
86
Domain 3 Organizational Leadership
Standard 7 Leadership Development Effective school leaders actively cultivate, support, and develop other leaders within the organization.
Indicator 3.7.4 Develops and maintains sustainable and supportive relationships among stakeholders
Highly Effective (System-wide Impact)
In addition to “Effective”…
Effective (Local Impact)
Needs Improvement/Developing
(Leadership Potential)
Unsatisfactory
♥While maintaining on-site work relationships with faculty and students as a priority, the leader finds ways to develop, support, and sustain key stakeholder relationships with parent organizations, community leaders, and businesses, and mentors other school leaders in quality relationship building. ♥The leader has effective relationships throughout all stakeholder groups and models effective relationship building for other school leaders.
♥The leader systematically (e.g., has a plan, with goals, measurable strategies, and a frequent-monthly-monitoring schedule) networks with all key stakeholder groups (e.g., school leaders, parents, community members, higher education, and business leaders) in order to cultivate, support, and develop potential and emerging leaders. ♥The leader has effective collegial relationships with most faculty and subordinates.
♥The leader is inconsistent in planning and taking action to network with stakeholder groups (e.g., school leaders, parents, community members, higher education, and business leaders) to support leadership development. ♥Relationship skills are employed inconsistently.
♥The leader makes no attempt to or has difficulty working with a diverse group of people. Consequently, the leader does not network with individuals and groups in other organizations to build collaborative partnerships in support of leadership development.
87
Domain 3 Organizational Leadership
Standard 8 School Management Effective school leaders manage the organization, operations, and facilities in ways that maximize the use of resources to promote a safe, efficient, legal, and effective learning environment.
Indicator 3.8.1 Multi-tasks while maintaining priorities
Highly Effective (System-wide Impact)
In addition to “Effective”…
Effective (Local Impact)
Needs Improvement/Developing
(Leadership Potential)
Unsatisfactory
●The priorities of the organization and this leader’s multi-task priorities create a mirror image. ●Examination of projects implemented, goals achieved, and achievement gains reflect the priorities of the organization. ●The leader not only removes diversions and obstacles confronting the school, but also helps to focus the entire organization in the right way by carefully matching tasks to priorities.
●The priorities of the organization and the multi-task priorities are closely matched. ●The leader regularly removes tasks, or delegates tasks where there is an insufficient link between the task and the leader and the organization’s priorities.
●The leader is aware of organizational priorities, but the daily emergencies frequently intrude into a focus on the priorities with little evidence of effective multi-tasking to prevent or minimize such intrusions.
●The leader is unaware of or indifferent to organizational priorities. ●Multi-tasking, if it exists, is more about putting out fires than about implementing organizational priorities.
88
Domain 3 Organizational Leadership
Standard 8 School Management Effective school leaders manage the organization, operations, and facilities in ways that maximize the use of resources to promote a safe, efficient, legal, and effective learning environment.
Indicator 3.8.2 Manages complex projects with clear objectives and coherent plans
Highly Effective (System-wide Impact)
In addition to “Effective”…
Effective (Local Impact)
Needs Improvement/Developing
(Leadership Potential)
Unsatisfactory
●The leader also uses project management as a teaching device, helping others in the organization understand the interrelationship of complex project milestones throughout the organization. ●The leader uses complex project management to build systems thinking throughout the organization. ●Project plans are visible so that accomplishments are publicly celebrated and project challenges are open for input from a wide variety of sources. ●Successful project results can be documented.
●The leader‘s projects are managed using clear and written lists of milestones, deadlines, and persons responsible. ●Project management documents are revised and updated as milestones are achieved or deadlines are changed. ●The leader understands the impact of a change in a milestone or deadline on the entire project, and communicates those changes to the appropriate people in the organization. ●Successful projects and results are evident.
●The leader‘s projects are managed using lists of milestones and deadlines, but are infrequently updated or monitored.
●The leader‘s project management is haphazard or nonexistent. ●There is little or no evidence of lists of milestones and deadlines.
89
Domain 3 Organizational Leadership
Standard 8 School Management Effective school leaders manage the organization, operations, and facilities in ways that maximize the use of resources to promote a safe, efficient, legal, and effective learning environment.
Indicator 3.8.3 Demonstrates fiscal stewardship with a history of completion of projects on schedule and within budget
Highly Effective (System-wide Impact)
In addition to “Effective”…
Effective (Local Impact)
Needs Improvement/Developing
(Leadership Potential)
Unsatisfactory
●This leader regularly saves resources of time and money for the organization, and proactively redeploys those resources to help the organization achieve its strategic priorities. ● Results indicate the positive impact of redeployed resources in achieving strategic priorities. ●The leader has established processes to leverage existing limited funds and increase capacity through grants, donations, and community resources.
●The leader is knowledgeable about the budgeting process, categories, and funding sources to maximize all available dollars to achieve strategic priorities. ●The leader has a documented history of managing complex projects, schedules, deadlines, and budget commitments. ●The leader documents a process to direct funds to increase student achievement that is based on best practices and leveraging of antecedents of excellence in resources, time, and instructional strategies.
●The leader sometimes meets project deadlines, but only at the expense of breaking the budget; or meets budget, but fails to meet deadlines.
●The leader has little or no record of keeping, commitment for schedules, and/or adherence to budgets.
90
Domain 3 Organizational Leadership
Standard 8 School Management Effective school leaders manage the organization, operations, and facilities in ways that maximize the use of resources to promote a safe, efficient, legal, and effective learning environment.
Indicator 3.8.4 Organizes priorities and resources to effectively maximize efficient school management
Highly Effective (System-wide Impact)
In addition to “Effective”…
Effective (Local Impact)
Needs Improvement/Developing
(Leadership Potential)
Unsatisfactory
●The leader provides documentation of multi-tasking and priority management. ●Personal organization allows the leader to consider innovations and be available to engage in leadership activities and collaboration with people at all levels. ●The calendar is focused on the priorities of the leader and the organization. ●The buildings, public areas, and classrooms reflect the leader’s commitment to a personal sense of pride and the leader’s sense of dignity, order, and safety.
●The leader identifies and organizes resources to achieve curricular and instructional goals and capably manages a daily to do list to accomplish all opportune and required tasks. ●There is a sense of pride, dignity, order, and safety that permeates the building.
●The leader ‘s calendar and task list can be available with warning. Workspace is tolerable, but somewhat unorganized. ●The rest of the building does not reflect a commitment to organization, discipline, and safety.
●The leader ‘s personal workspace is disorganized. ●Deadlines and priorities are not met. ●Safety procedures are not followed. ●Physical facilities lack order, decorum, and safety.
91
Domain 3 Organizational Leadership
Standard 9 Communication Effective school leaders practice two-way communications and use appropriate oral, written, and electronic communication and collaboration skills to accomplish school and system goals by building and maintaining relationships with students, faculty, parents, and community.
Indicator 3.9.1 Listens, analyzes, and acts based input from stakeholders and potential impact on organizational mission
Highly Effective (System-wide Impact)
In addition to “Effective”…
Effective (Local Impact)
Needs Improvement/Developing
(Leadership Potential)
Unsatisfactory
●The leader models open communication. ●The leader is able to “read” the situation and respond accordingly. ●The leader maintains listening systems for major stakeholders (parents, teachers, students, patrons, and staff), and explicitly plans analysis and reflection of data, and establishes structures that facilitate responsive action based on feedback and analysis.
●Observations and documentation provided by the leader demonstrate that the leader listens well, seeks mutual understanding, and welcomes sharing of information. ●The leader has established an effective communication plan, communicates openly, and is receptive to ideas from a variety of sources and perspectives.
●The leader appears to listen to others, but often relies on interpretation of events rather than seeking out alternative perspectives and interpretation. ●Analysis of listening data occurs only rarely.
●The leader hears what other say, but relies on personal interpretation. ●The leader does not appear to communicate openly, omitting key details and attempting to resolve challenges without input or assistance.
92
Domain 3 Organizational Leadership
Standard 9 Communication Effective school leaders practice two-way communications and use appropriate oral, written, and electronic communication and collaboration skills to accomplish school and system goals by building and maintaining relationships with students, faculty, parents, and community.
Indicator 3.9.2 Productively manages two-way communication with students
Highly Effective (System-wide Impact)
In addition to “Effective”…
Effective (Local Impact)
Needs Improvement/Developing
(Leadership Potential)
Unsatisfactory
●The leader goes to exceptional lengths to listen to students. ●The listening strategies may include focus groups, surveys, student advisory committees, and numerous one-to-one student conversations. ● Discussions with students reveal that they know the leader will listen to them and treat them with respect.
●The leader knows student names, regularly greets students by name, and is proactive in talking with and listening to students. ●The leader is particularly visible at the beginning and end of the school day and during all other times when students are present. ●The leader handles crisis communication and conflict resolution effectively.
●The leader knows many student names. ●The leader is visible, often greets students by name, and talks with students frequently.
●The leader does not know students, avoids student contact except where leadership presence is required, and retreats to the office during most occasions where students are likely to be present. ●Many students do not know the leader’s name or recognize the leader on sight.
93
Domain 3 Organizational Leadership
Standard 9 Communication Effective school leaders practice two-way communications and use appropriate oral, written, and electronic communication and collaboration skills to accomplish school and system goals by building and maintaining relationships with students, faculty, parents, and community.
Indicator 3.9.3 Engages in two-way communication with faculty and staff
Highly Effective (System-wide Impact)
In addition to “Effective”…
Effective (Local Impact)
Needs Improvement/Developing
(Leadership Potential)
Unsatisfactory
●The leader actively engages in “active listening” to the faculty and staff. ●The leader’s calendar reflects numerous individual and small group meetings with staff at every level, not just with the direct reports. ●Bus drivers, cafeteria workers, first-year teachers all report confidence in their ability to gain a respectful hearing from the leader.
●Faculty meetings include open, two-way discussions. ●Faculty members regularly have the opportunity for one-to-one meetings with the leader. ●The leader knows all staff members and makes an effort to recognize the personal and individual contribution each one makes.
●The leader typically limits listening to questions during faculty meetings.
●Faculty meetings consist of the reading of announcements with little or no interaction.
94
Domain 3 Organizational Leadership
Standard 9 Communication Effective school leaders practice two-way communications and use appropriate oral, written, and electronic communication and collaboration skills to accomplish school and system goals by building and maintaining relationships with students, faculty, parents, and community.
Indicator 3.9.4 Communicates clear goals and expectations
Highly Effective (System-wide Impact)
In addition to “Effective”…
Effective (Local Impact)
Needs Improvement/Developing
(Leadership Potential)
Unsatisfactory
♥Clear evidence communication on goals and expectations is present, including open forums, focus groups, surveys, personal visits, and use of available technology. ♥Ensures that all community stakeholders and educators are aware of the school goals for instruction, student achievement, and strategies and progress toward meeting these goals. ♥The leader coaches others within the district to effectively employ the Florida common language of instruction in communicating school goals and expectations.
♥The leader conducts frequent interactions with students, faculty, and stakeholders to communicate and enforce clear expectations, structures, and fair rules and procedures. ♥Utilizes a system of open communication that provides for the timely, responsible sharing of information with the school community using a variety of formats in multiple ways through different media in order to ensure communication with all members of the school community. ♥Is proficient in use of the Florida common language of instruction to align school goals with district and state initiatives.
♥Expectations and goals are provided and communicated in a timely, comprehensible and actionable form regarding some student and faculty performance issues. ♥Designs a system of open communication that provides for the timely, responsible sharing of information to, from, and with the school community on goals and expectations, but it is inconsistently implemented. ♥Has a limited capacity to employ Florida’s common language of instruction in aligning school goals and expectations with district and state initiatives.
♥Expectations and goals regarding student and faculty performance are not provided or are not communicated in a timely, comprehensible and actionable form. ♥The leader’s actions demonstrate a lack of understanding of the importance of establishing clear expectations, structures, rules, and procedures for students and staff. ♥Uses terms in the Florida common language of instruction incorrectly thus misguiding others.
95
Domain 3 Organizational Leadership
Standard 9 Communication Effective school leaders practice two-way communications and use appropriate oral, written, and electronic communication and collaboration skills to accomplish school and system goals by building and maintaining relationships with students, faculty, parents, and community.
Indicator 3.9.5 Understands role in being an ambassador to the public
Highly Effective (System-wide Impact)
In addition to “Effective”…
Effective (Local Impact)
Needs Improvement/Developing
(Leadership Potential)
Unsatisfactory
●The leader utilizes the political nature of the leadership position to identify the various players in the environment and to prioritize the source and accuracy of information that is transmitted at the school. ●The leader articulates alternate mental models to improve one’s own communication style and responsiveness, and to assist colleagues, faculty, and staff.
●The leader understands the effect of personal behavior and the impact of decisions on other individuals, the culture, and the climate of the school, and implements procedures and strategies to represent the school and district in the best possible light. ●The leader is aware of the political nature of the position and has established an explicit process for engaging the public in both celebrations and discussion of controversial issues. ●The leader gathers information logically and purposefully. ●The leader understands the beliefs and mental models that shape views and actions of others and addresses these publicly.
●The leader understands the effect of one’s behavior as a leader and the impact of decisions on other individuals, culture, and climate of the school but has yet to establish procedures or implement strategies to ensure that decisions routinely represent the school and district in the best possible light.
●The leader avoids public dialogue or appoints others to be the spokesperson. ● The leader is frequently defending actions and reacting to the consequences of decisions where unanticipated and unintended consequences surface.
96
Domain 4 Professional and Ethical Behavior
Standard 10 Professional and Ethical Behaviors Effective school leaders demonstrate personal and professional behaviors consistent with quality practices in education and as a community leader.
Indicator 4.10.1 Exhibits integrity in all situations
Highly Effective (System-wide Impact)
In addition to “Effective”…
Effective (Local Impact)
Needs Improvement/Developing
(Leadership Potential)
Unsatisfactory
●This leader meets commitments-verbal, written, and implied-without exception. ●Commitments to individuals, students, community members, and subordinates have the same weight as commitments to superiors, board members, or other people with visibility and authority. ●The leader’s commitment to integrity is clear throughout the organization, as any commitment from anyone who reports to this leader is as good as a commitment from the leader.
●The leader meets commitments or negotiates exceptions where the commitment cannot be met. ●Verbal commitments have the same weight as written commitments.
●The leader meets explicit written commitments but is less dependable in addressing verbal directives.
●The words, “I’m working on it,” or, “I’m doing the best I can,” are regarded as acceptable substitutes for commitments. ●This leader cannot be trusted to follow through with tasks, budgets, priorities, or performance.
97
Domain 4 Professional and Ethical Behavior
Standard 10 Professional and Ethical Behaviors Effective school leaders demonstrate personal and professional behaviors consistent with quality practices in education and as a community leader.
Indicator 4.10.2 Adheres to the Code of Ethics of the Education Profession (Rules 6B-1.001) in Florida and to the Principles of Professional Conduct for the education profession (rules 6B-1.006, F.A.C.)
Highly Effective (System-wide Impact)
In addition to “Effective”…
Effective (Local Impact)
Needs Improvement/Developing
(Leadership Potential)
Unsatisfactory
♥There is clear, convincing, and consistent evidence that the school leader abides by the spirit, as well as the intent, of policies, laws, and regulations that govern the school and the education profession in the state of Florida, and inspires others within the organization to abide by that same behavior. ♥The leader clearly demonstrates the importance of maintaining the respect and confidence of his or her colleagues, of students, of parents, and of other members of the community, as a result the leader achieves and sustains the highest degree of ethical conduct and serves as a model for others within the district.
♥There is clear evidence that the leader values the worth and dignity of all people, the pursuit of truth, devotion to excellence (i.e., sets high expectations and goals for all learners, then tries in every way possible to help students reach them), acquisition of knowledge, and the nurture of democratic citizenship. ♥The leader's primary professional concern is for the student and for the development of the student's potential. Therefore, the leader acquires the knowledge and skills to exercise the best professional judgment and integrity. ♥The leader demonstrates the importance of maintaining the respect and confidence of his or her colleagues, of students, of parents, and of other members of the community. As a result the leader adheres to the prescribed ethical conduct.
♥The leader’s behaviors enable recurring misunderstanding and misperceptions about the leader’s conduct and ethics as expressed in the Code of Ethics of the Education Profession and Principles of Professional Conduct. ♥There are segments of the school community whose developmental needs are not addressed, and leadership efforts to understand and address those needs are not evident. ♥The leader has only a general recollection of issues addressed in the Code of Ethics of the Education Profession and Principles of Professional Conduct, and there is limited evidence that the school leader abides by the spirit, as well as the intent, of policies, laws, and regulations that govern the school and the education profession in the state of Florida.
♥The leader’s patterns of behavior are inconsistent with the Code of Ethics, Rule 6B-1.001, or disciplinary action has been initiated based on violation of the Principles of Professional Conduct, Rule 6B-1.006.
98
Domain 4 Professional and Ethical Behavior
Standard 10 Professional and Ethical Behaviors Effective school leaders demonstrate personal and professional behaviors consistent with quality practices in education and as a community leader.
Indicator 4.10.3 Maintains a personal professional development plan
Highly Effective (System-wide Impact)
In addition to “Effective”…
Effective (Local Impact)
Needs Improvement/Developing
(Leadership Potential)
Unsatisfactory
●This leader approaches every professional development opportunity with a view toward multidimensional impact. ●Knowledge and skills are shared throughout the organization and with other departments, schools, and districts. ●Rather than merely adopting the strategies of external professional development, this leader creates specific adaptations so that learning strategies become part of the culture of the organization and are “home-grown” rather than externally generated.
●The leader engages in professional development that is directly linked to organizational needs. ●The priority is given to building on personal leadership strengths. ●The leader personally attends and actively participates in the professional development that is required of other leaders in the organization. ●In the case of building principals, the leader personally attends and actively participates in the professional development required of teachers.
●The leader actively participates in professional development, but it is reflective of a personal agenda rather than the strategic needs of the organization. ●The leader attends professional development but does not incorporate strategies at the school level to impact change.
●This leader might introduce a professional development program, but quickly leaves the room, sending the signal to colleagues that “This really is not worth my time.” ●When the leader does engage in personal professional development, it is likely to be a national conference selected for its location rather than its content or the strategic relationship to organizational needs.
99
Domain 4 Professional and Ethical Behavior
Standard 10 Professional and Ethical Behaviors Effective school leaders demonstrate personal and professional behaviors consistent with quality practices in education and as a community leader.
Indicator 4.10.4 Exhibits resiliency in pursuit of student learning and faculty development
Highly Effective (System-wide Impact)
In addition to “Effective”…
Effective (Local Impact)
Needs Improvement/Developing
(Leadership Potential)
Unsatisfactory
♥The leader builds resilience in colleagues and throughout the organization by habitually highlighting and praising “good mistakes” where risks were taken, mistakes were made, lessons were learned, and both the individual and organization learned for the future. ♥The leader encourages constructive dissent in which multiple voices are heard and final decision improved and more broadly supported. ♥The leader bounces back quickly from adversity while remaining focused on the vision of the organization. ♥The leader offers frank acknowledgement of prior personal and organizational failures and clear suggestions for system-wide learning resulting from those lessons. ♥The influence of previous evaluations has a positive impact on the leader and on the entire organization.
♥The leader readily acknowledges personal and organizational failures and offers clear suggestions for personal learning. ♥The leader uses dissent to inform final decisions, improve the quality of decision-making, and broaden support for his or her final decision. ♥The leader admits failures quickly, honestly, and openly with the direct supervisor and immediate colleagues. ♥Non-defensive attitude exists in accepting feedback and discussing errors and failures. ♥There is evidence of learning from past errors with defined structures and processes in place for eliciting input. ♥Improvement needs noted in the leader’s previous evaluations are explicitly reflected in projects, tasks, and priorities.
♥The leader is able to accept evidence of personal and organizational failures or mistakes when offered by others, but does not initiate or support the evidence gathering. ♥There is some evidence of learning from mistakes and that the leader tolerates dissent, but very little of it in public. ♥The leader sometimes implements unpopular policies unenthusiastically or in a perfunctory manner. ♥The leader tolerates dissent, but there are minimal to no systemic processes to enable revision of levels of engagement, mental models, and/or misconceptions. ♥The leader is aware of improvement needs noted in previous evaluations, but has not translated them into an action plan.
♥The leader is unwilling to acknowledge errors. ♥When confronted with evidence of mistakes, the leader is defensive and resistant to learning from mistakes. ♥The leader ignores or subverts policy decisions or initiatives focused on student learning or faculty development that are unpopular or difficult. ♥Dissent or dialogue about the need for improvements is absent due to a climate of fear and intimidation and/or apathy. ♥No evidence or reference to previous leadership evaluations is present in the leader’s choices of tasks and priorities.
100
DELIBERATE PRACTICE AS A MULTIPLE MEASURE LEADERSHIP APPRAISAL GOAL SETTING BASED ON HIGH EFFECT SIZE STRATEGIES
Established Beginning of Year and Monitored at Mid-year
School Leader_______________________________________ Date _______________________ Site _____________________________________School Year ___________________________
DELIBERATE PRACTICE GOAL: SCHOOL IMPROVEMENT
Florida Principal Leadership Standard: Circle: 1 2 3 4 5 6 7 8 9 10
Measureable Goal: Intermittent Progress Targets: Rating Criteria: Co-developed upon selection of goal with descriptions provided to leader to achieve HE, E, NI/D, U Evidence of Achievement: Rating: Highly Effective Effective Needs Improvement/Developing Unsatisfactory
DELIBERATE PRACTICE GOAL : PROFESSIONAL DEVELOPMENT
Florida Principal Leadership Standard: Circle: 1 2 3 4 5 6 7 8 9 10 Measureable Goal: Intermittent Progress Targets: Rating Criteria: Co-developed upon selection of goal with descriptions provided to leader to achieve HE, E, NI/D, U Evidence of Achievement (Attached) Rating: Highly Effective Effective Needs Improvement/Developing Unsatisfactory
DELIBERATE PRACTICE GOAL: PERSONAL DEVELOPMENT
Florida Principal Leadership Standard: Circle: 1 2 3 4 5 6 7 8 9 10 Measureable Goal: Intermittent Progress Targets: Rating Criteria: Co-developed upon selection of goal with descriptions provided to leader to achieve HE, E, NI/D, U Evidence of Achievement (Attached) Rating: Highly Effective Effective Needs Improvement/Developing Unsatisfactory
Administrator's Signature ______________________________________ Date ________ Supervisor's Signature _________________________________________ Date ________ Signature denotes receipt of a copy of the evaluation and not necessarily agreement
Copies: Personnel (Original) Supervisor Employee
101
102
103
Sumter Principal, Assistant Principal, and Assistant Principal Intern Leadership Evaluation Proficiency Conference Form SUMMARY
School Leader: Evaluator: Evidence Collected During Timeframe: Today’s Date:
This form summarizes feedback to date addressing assigned proficiency levels on leadership domains and indicators reflected in the Florida Principal Leadership Standards, SBE Rule 6A-5.080. Each overall domain rating is based on evidence used to score its applicable indicators as documented in the Leadership Appraisal Matrix for Principals, Assistant Principals and Assistant Principal Interns. An additional multi-metric for Deliberate Practice is coupled with the Leadership Appraisal Matrix score to determine an overall Leadership Practice Score that constitutes 50% of the evaluation for school leaders with 3+ years of experience; 60% for those with less than 3 years of experience. The remaining score is a Student Growth Measure weighted at 50% for school leaders with 3+ years of experience; 40% for those with less than 3 years of experience.
KEY: HE = Highly Effective E = Effective NI = Needs Improvement/Developing U = Unsatisfactory
Domain 1 Student Achievement Highly Effective Effective Needs Improvement/Developing Unsatisfactory (20%) Student Achievement: Leaders in education make student learning their top priority. They direct energy and resources toward data analysis for instructional improvement, development and implementation of state student academic standards and district adopted curricula and regularly evaluate, monitor, and provide feedback to staff on instructional delivery.
Standard 1 Student Learning Results Effective school leaders achieve results on the school’s student learning goals.
Indicator 1.1.1 Understands student requirements and academic standards
HE E NI/D U
Indicator 1.1.2 Plans and sets goals
HE E NI/D U
Indicator 1.1.3 Focuses on student achievement results
HE E NI/D U
Standard 2 Student Learning as a Priority Effective school leaders demonstrate that student learning is their top priority through leadership actions that build and support a learning organization focused on student success.
Indicator 1.2.1 Reports student achievement to students, parents, teachers, and other leaders
HE E NI/D U
Indicator 1.2.2 Uses student achievement data to make instructional leadership decisions
HE E NI/D U
Indicator 1.2.3 Understands present levels of student performance based on consistent assessments that reflect local and state academic standards
HE E NI/D U
Indicator 1.2.4 Bases decisions of teacher assignment, course content, schedule, and student curriculum on specific needs for improved student achievement
HE E NI/D U
104
Domain 2 Instructional Leadership Highly Effective Effective Needs Improvement/Developing Unsatisfactory (40%) Instructional Leadership: The success of the school leader in providing a quality instructional framework, appropriately focused faculty development, and a student oriented learning environment are essential elements to student learning growth and achievement.
Standard 3 Instructional Plan Implementation Effective school leaders work collaboratively to develop and implement an instructional framework that aligns curriculum with state standards, effective instructional practices, student learning needs, and assessments.
Indicator 2.3.1 Assesses for teaching and learning
HE E NI/D U
Indicator 2.3.2 Uses formative and interim assessments aligned with adopted standards and curricula
HE E NI/D U
Indicator 2.3.3 Demonstrates technology leadership and vision
HE E NI/D U
Standard 4 Faculty Development Effective School Leaders recruit, retain, and develop an effective and diverse faculty and staff.
Indicator 2.4.1 Coaches and mentors faculty and teacher leaders
HE E NI/D U
Indicator 2.4.2 Understands faculty proficiencies and needs for further development
HE E NI/D U
Indicator 2.4.3 Participates in personally leading professional development
HE E NI/D U
Indicator 2.4.4 Uses formal and informal feedback with colleagues exclusively for the purpose of improving individual and organizational performance
HE E NI/D U
Standard 5: Learning Environment Effective school leaders structure and monitor a school learning environment that improves learning for all of Florida’s diverse student population.
Indicator 2.5.1 Maintains a safe, respectful, and inclusive student-centered learning environment
HE E NI/D U
Indicator 2.5.2 Initiates and supports continuous improvement in a multi-tiered system of opportunities for student success and well-being
HE E NI/D U
Indicator 2.5.3 Promotes diversity practices that validate and value similarities and differences among students
HE E NI/D U
Indicator 2.5.4 Engages faculty in addressing strategies to minimize and/or eliminate achievement gaps for individual learners and subgroups of students
HE E NI/D U
105
Domain 3 Organizational Leadership Highly Effective Effective Needs Improvement/Developing Unsatisfactory (20%) Instructional Leadership: The success of the school leader in providing a quality instructional framework, appropriately focused faculty development, and a student oriented learning environment are essential elements to student learning growth and achievement.
Standard 6: Decision Making Effective school leaders employ and monitor a decision-making process that is based on vision, mission, and improvement priorities using facts and data.
Indicator 3.6.1 Bases decisions on facts including specific reference to internal and external data on student achievement and objective data on curriculum, teaching practices, and leadership practices
HE E NI/D U
Indicator 3.6.2 Clearly identifies decision-making structure, including which decisions are made by consensus or by the staff independently, which decisions are made by the leader after getting input from the staff, and which decisions are made by the leader alone
HE E NI/D U
Indicator 3.6.3 Demonstrates that decisions are linked to vision, mission, and strategic priorities
HE E NI/D U
Standard 7 Leadership Development Effective school leaders actively cultivate, support, and develop other leaders within the organization.
Indicator 3.7.1 Mentors emerging leaders by developing strong professionals who are capable of immediately assuming leadership responsibility in this school or other buildings
HE E NI/D U
Indicator 3.7.2 Plans for succession through consistent identification of potential future leaders
HE E NI/D U
Indicator 3.7.3 Delegates and trusts subordinate leaders
HE E NI/D U
Indicator 3.7.4 Develops and maintains sustainable and supportive relationships among stakeholders
HE E NI/D U
Standard 8 School Management Effective school leaders manage the organization, operations, and facilities in ways that maximize the use of resources to promote a safe, efficient, legal, and effective learning environment.
Indicator 3.8.1 Multi-tasks while maintaining priorities
HE E NI/D U
Indicator 3.8.2 Manages complex projects with clear objectives and coherent plans
HE E NI/D U
Indicator 3.8.3 Demonstrates fiscal stewardship with a history of completion of projects on schedule and within budget
HE E NI/D U
Indicator 3.8.4 Organizes priorities and resources to effectively maximize efficient school management
HE E NI/D U
Standard 9 Communication Effective school leaders practice two-way communications and use appropriate oral, written, and electronic communication and collaboration skills to accomplish school and system goals by building and maintaining relationships with students, faculty, parents, and community.
Indicator 3.9.1 Listens, analyzes, and acts based input from stakeholders and potential impact on organizational mission
HE E NI/D U
Indicator 3.9.2 Productively manages two-way communication with students
HE E NI/D U
Indicator 3.9.3 Engages in two-way communication with faculty and staff
HE E NI/D U
Indicator 3.9.4 Communicates clear goals and expectations
HE E NI/D U
Indicator 3.9.5 Understands role in being an ambassador to the public
HE E NI/D U
106
Domain 4 Professional and Ethical Behavior Highly Effective Effective Needs Improvement/Developing Unsatisfactory (20%) This domain is focused on the professional integrity and dedication to excellence of the school leader. The indicators in this domain focus on behaviors essential to success as a school leader.
Standard 10 Professional and Ethical Behaviors Effective school leaders demonstrate personal and professional behaviors consistent with quality practices in education and as a community leader.
Indicator 4.10.1 Exhibits integrity in all situations
HE E NI/D U
Indicator 4.10.2 Adheres to the Code of Ethics of the Education Profession (Rules 6B-1.001) in Florida and to the Principles of Professional Conduct for the education profession (rules 6B-1.006, F.A.C.)
HE E NI/D U
Indicator 4.10.3 Maintains a personal professional development plan
HE E NI/D U
Indicator 4.10.4 Exhibits resiliency in pursuit of student learning and faculty development
HE E NI/D U
Deliberate Practice Highly Effective Effective Needs Improvement/Developing Unsatisfactory (20%) Deliberate practice goals are identified collaboratively either by the superintendent and department directors with district administrative contributions or by school leadership for designated assistant principals or assistant principal interns. Deliberate practice goals are specific and measurable priority learning related to instruction, learning, and school leadership. The leader takes action on the goals, self-monitors progress using data, adjusts practices accordingly, and provides measurable evidence of goal attainment. The specific goals are short term to be accomplished within the school year and address a narrow perspective in depth aligned with school needs.
Deliberate Practice Goal - School Improvement
HE E NI/D U
Deliberate Practice Goal - Professional Development
HE E NI/D U
Deliberate Practice Goal - Personal Development
HE E NI/D U
SUMMARY FOR SCHOOL LEADER WITH 3+ YEARS OF EXPERIENCE Leadership Practice Score (50%) + Student Growth Measure Score (50%) = Annual Performance Level
SUMMARY FOR SCHOOL LEADER WITH LESS THAN 3 YEARS OF EXPERIENCE
Leadership Practice Score (60%) + Student Growth Measure Score (40%) = Annual Performance Level
LEADERSHIP PRACTICE SCORE Domain 1 Highly Effective Effective Needs Improvement/Developing Unsatisfactory (20%)
Domain 2 Highly Effective Effective Needs Improvement/Developing Unsatisfactory (40%)
Domain 3 Highly Effective Effective Needs Improvement/Developing Unsatisfactory (20%)
Domain 4 Highly Effective Effective Needs Improvement/Developing Unsatisfactory (20%)
Deliberate Practice Highly Effective Effective Needs Improvement/Developing Unsatisfactory (20%)
80%
20%
+
107
Sumter Principal, Assistant Principal, and Assistant Principal Intern
Leadership Evaluation Proficiency Conference Form
Domain 1 Student Achievement
Standard 1: Student Learning Results
Standard 2: Student Learning as a Priority HE: Highly Effective E: Effective NI/D: Needs Improvement/Developing U: Unsatisfactory
Indicators
HE
E
NI/D
U
1.1.1 Understands student requirements, district curricula, and state student academic standards
1.1.2 Plans and sets goals
1.1.3 Focuses on student achievement results
1.2.1 Reports student achievement to students, parents, teachers, and other leaders
1.2.2 Uses student achievement data to make instructional leadership decisions
1.2.3 Understands present levels of student performance based on consistent assessments that reflect local and state academic standards
1.2.4 Bases decisions of teacher assignment, course content, schedule, and student curriculum on specific needs for improved student achievement
Overall Rating for Standards 1 and 2
Examples of Evidence to Support Rating
Faculty meeting, department, grade-level agendas, professional development topics
SIP goals and strategies that reflect a clear relationship between the professional actions of teachers and leaders and student achievement
Annual state assessment and EOC results
School-wide progress monitoring of adult and student performance – documented, charted, and posted in high traffic areas of the school
Results of teacher-made, common, formative assessments to demonstrate proficiency by specific standards
Report cards with detailed student performance in terms of demonstrating proficiency on specific standards as part of each reporting period
Implementation of required standards through professional learning agendas, curriculum maps, lesson plans, etc.
IPDP goals
Student data reported electronically through Data Star, Performance Matters, SuccessMaker and other similar programs
Other leadership evidence of proficiency on this indicator
Comments:
108
Sumter Principal, Assistant Principal, and Assistant Principal Intern
Leadership Evaluation Proficiency Conference Form
Domain 2 Instructional Leadership
Standard 3: Instructional Plan Implementation HE: Highly Effective E: Effective NI/D: Needs Improvement/Developing U: Unsatisfactory
Indicators
HE
E
NI/D
U
2.3.1 Assesses for teaching and learning
2.3.2 Uses formative and interim assessments aligned with adopted standards and curricula
2.3.3 Demonstrates technology leadership and vision
Overall Rating for Standard 3
Examples of Evidence to Support Rating
Documents, agendas, memorandum, instructional plans, etc.
School improvement documents
Faculty meeting agendas
Communications reflecting use of FEAPs and common language references
School Improvement Plan goals and actions linked to targeted academic standards
Curriculum maps, student learning maps, LFS strategies
Illustrations of what “rigor” and “culturally relevant” mean in leader’s presentations to faculty on proficiency expectations
Walkthrough documents indicating frequent review of research-based instructional practices regarding alignment, rigor, and cultural relevance
School financial documents reflecting expenditures that support standards-based instruction, rigor, and/or cultural relevance
Agendas, meeting minutes, and memoranda reflecting a focus on importance of learning goals to engage students in what they are to understand and be able to do
Teacher observation and feedback practices routinely addressing learning goals and tracking student progress
Progress monitoring documents and reports
Learning community procedures and schedules
Coaching staff on applications that link technology with school improvement
Examples of the leader leveraging technology for greater efficiency and convenience for teachers, parents, and students
Multiple projects and timelines managed by the leader by strategically delegating time, resources, and responsibilities
Climate and other survey results
School Improvement Plan
Experimentation with new learning and application of emerging technology (WIKI, Skype, software, Internet, etc.)
Proficient use of email, voicemail, word processing, databases, spreadsheets, software, and district information systems
Other leadership evidence of proficiency on this indicator
Comments:
109
Sumter Principal, Assistant Principal, and Assistant Principal Intern
Leadership Evaluation Proficiency Conference Form
Domain 2 Instructional Leadership
Standard 4: Faculty Development HE: Highly Effective E: Effective NI/D: Needs Improvement/Developing U: Unsatisfactory
Indicators
HE
E
NI/D
U
2.4.1 Coaches and mentors faculty and teacher leaders
2.4.2 Understands faculty proficiencies and needs for further development
2.4.3 Participates in personally leading professional development
2.4.4 Uses formal and informal feedback with colleagues exclusively for the purpose of improving individual and organizational performance
Overall Rating for Standard 4
Examples of Evidence to Support Rating
IPDPs
Mentor records and beginning teacher feedback
Record of professional development provided staff and impact of professional development on student learning
School-wide teacher survey results
Documentation that professional development is determined on the basis of student achievement and teacher competency data in IPDPs and School Improvement Plans
Personally conducting professional development for colleagues and faculty several times each year
Providing professional development by modeling, guiding, and facilitating independent practice with a specific strategy
Classroom walkthrough feedback provided to teachers
Professional learning community documentation (agendas, schedules, etc.)
Leader developed needs assessment
Lesson study documents
Copies of written communications
Conferencing notes
School-based, focused professional development and learning communities
Schedules of recurring time allocated for professional learning
Evidence of implementing the Florida Protocol Standards for Professional Development
Written formal and informal feedback to improve performance
Recognition awards and criteria for same
Other leadership evidence of proficiency on this indicator
Comments:
110
Sumter Principal, Assistant Principal, and Assistant Principal Intern
Leadership Evaluation Proficiency Conference Form
Domain 2 Instructional Leadership
Standard 5: Learning Environment HE: Highly Effective E: Effective NI/D: Needs Improvement/Developing U: Unsatisfactory
Indicators
HE
E
NI/D
U
2.5.1 Maintains a safe, respectful, and inclusive student-centered learning environment
2.5.2 Initiates and supports continuous improvement in a multi-tiered system of opportunities for student success and well being
2.5.3 Promotes diversity practices that validate and value similarities and differences among students
2.5.4 Engages faculty in addressing strategies to minimize and/or eliminate achievement gaps for individual learners and subgroups of students
Overall Rating for Standard 5
Examples of Evidence to Support Rating
Documents that establish safe, respectful, and inclusive school-wide common expectations for students and staff
Agendas, meeting minutes, etc. to show recurring attention to student needs
School policies, practices, procedures designed to address student needs (diversity, culture, differentiation)
Climate and other survey results
Implementation of MTSS through agendas, memorandum, and other documents demonstrating supports employed to meet individual student needs
Supplemental supports available in classrooms
Work in deepening faculty understanding of cultural and developmental issues related to improvement of academic learning growth by sub-groups of students
Actions in aligning parent and community resources
School and teacher data reflecting tracking of student sub-group progress on targeted learning goals related to academic achievement
School and teacher data indicating trend lines to reduce or eliminate achievement gaps
Use of a variety of curricula, instruction, and assessments to address diversity, adaptations, and variations in student learning
Other leadership evidence of proficiency on this indicator
Comments:
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Sumter Principal, Assistant Principal, and Assistant Principal Intern
Leadership Evaluation Proficiency Conference Form
Domain 3 Organizational Leadership
Standard 6: Decision Making HE: Highly Effective E: Effective NI/D: Needs Improvement/Developing U: Unsatisfactory
Indicators
HE
E
NI/D
U
3.6.1 Bases decisions on facts, including specific reference to internal and external data on student achievement and objective data on curriculum, teaching practices, and leadership practices
3.6.2 Clearly identifies decision-making structure, including which decisions are made by consensus or by the staff independently, which decisions are made by the leader after getting input from the staff , and which decisions are made by the leader alone
3.6.3 Demonstrates that decisions are linked to vision, mission, and strategic priorities
Overall Rating for Standard 6
Examples of Evidence to Support Rating
Documented use of school improvement team decision-making
Existence and work of data teams and professional learning communities
Recognition criteria
School-wide student, staff, community survey results
Evidence of data-based shared decision-making and distributed leadership
Examples and evidence of previous decisions that have been re-evaluated in light of emerging data or trends
Grade level/department team agendas to demonstrate Level I, Level II, and Level III decisions
Examples of decisions aligned with strategic priorities, vision and mission
Other leadership evidence of proficiency on this indicator
Comments:
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Sumter Principal, Assistant Principal, and Assistant Principal Intern Leadership Evaluation Proficiency Conference Form
Domain 3 Organizational Leadership
Standard 7: Leadership Development HE: Highly Effective E: Effective NI/D: Needs Improvement/Developing U: Unsatisfactory
Indicators
HE
E
NI/D
U
3.7.1 Mentors emerging leaders by developing strong professionals who are capable of immediately assuming leadership responsibility in this school or other buildings
3.7.2 Plans for succession through consistent identification of potential future leaders
3.7.3 Delegates and trusts subordinate leaders
3.7.4 Develops and maintains sustainable and supportive relationships among stakeholders
Overall Rating for Standard 7
Examples of Evidence to Support Rating
System for recruiting, encouraging, and mentoring potential leaders
Citation of examples in which the leader coaches emerging leader(s) to assume greater and greater levels of responsibility within the organization
Portfolio records of coaching and mentoring
School-wide student, staff, and community survey results
School Improvement Plan
Documentation of delegation of responsibility and authority to make decisions and take action within defined parameters
Documentation describing the leader’s contribution to a sustainable and supportive relationship with potential and emerging leaders
Documentation regarding relationships with parents, community members, higher education, and business leaders the leader has established in support of potential and emerging leaders within the school
Accolades from those whom the leader has mentored
Other leadership evidence of proficiency on this indicator
Comments:
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Sumter Principal, Assistant Principal, and Assistant Principal Intern Leadership Evaluation Proficiency Conference Form
Domain 3 Organizational Leadership
Standard 8: School Management HE: Highly Effective E: Effective NI/D: Needs Improvement/Developing U: Unsatisfactory
Indicators
HE
E
NI/D
U
3.8.1 Multi-tasks while maintaining priorities
3.8.2 Manages complex projects with clear objectives and coherent plans
3.8.3 Demonstrates fiscal stewardship with a history of completion of projects on schedule and within budget
3.8.4 Organizes priorities and resources to effectively maximize efficient school management
Overall Rating for Standard 8
Examples of Evidence to Support Rating
Projects that have been adjusted based on input from a variety of sources
Evidence of timely project completion
Multiple projects and timelines managed by the leader by strategically delegating time, resources, and responsibilities
School-wide student, staff, and community survey results
School Improvement Plan
School financial and budgeting information
System planning tools or documents for various projects
Delegation of leadership responsibilities
Evidence of clear protocol for accessing school resources provided to faculty
Project management data
Staff receipt books, fund raising records, and activity agreements that adhere to district policies
Schedules that promote planning time, staff development activities, and collaboration
Lesson study groups, professional learning communities, and other forms of collegial learning teams
Other leadership evidence of proficiency on this indicator
Comments:
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Sumter Principal, Assistant Principal, and Assistant Principal Intern Leadership Evaluation Proficiency Conference Form
Domain 3 Organizational Leadership
Standard 9: Communication HE: Highly Effective E: Effective NI/D: Needs Improvement/Developing U: Unsatisfactory
Indicators
HE
E
NI/D
U
3.9.1 Listens, analyzes and acts based on input of stakeholders and potential impact on organizational mission
3.9.2 Productively manages two-way communication with students
3.9.3 Engages in two-way communication with faculty and staff
3.9.4 Communicates clear goals and expectations
3.9.5 Understands role in being an ambassador to the public
Overall Rating for Standard 9
Examples of Evidence to Support Rating
Formal and informal systems of communication both written and oral (newsletter, electronic, agendas, e-mail correspondence, appointments schedule, etc.)
Personal leadership strategies used to develop relationships with students
School safety and behavior expectations
Established expectations regarding teacher communication and relationship development with students
School-wide student, staff, parent, community survey results
Repertoire of parent involvement activities (school improvement, advisory council, parent nights, parent/teacher organization, etc.)
Business partners and projects involving business partners
Evidence of visibility and accessibility
Communications to stakeholders as well as inter and intra school communications regarding goals and expectations and how to accomplish them
Decisions based on input from stakeholders including School Improvement Plan
Student data chats
Calendared meetings and meeting agendas
Conferencing schedules
Current, user friendly web site for the school
Personal application of Florida’s common language of instruction and use of associated online resources
Monitoring of alignment of standards, curriculum, and instruction
Other leadership evidence of proficiency on this indicator
Comments:
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Sumter Principal, Assistant Principal, and Assistant Principal Intern Leadership Evaluation Proficiency Conference Form
Domain 4 Professional and Ethical Behavior
Standard 10: Professional and Ethical Behaviors HE: Highly Effective E: Effective NI/D: Needs Improvement/Developing U: Unsatisfactory
Indicators
HE
E
NI/D
U
4.10.1 Exhibits integrity in all situations
4.10.2 Adheres to the Code of Ethics of the Education Profession (Rules 6B-1.001) in Florida and to the Principles of Professional Conduct for the education profession (Rules 6B-1.006, F.A.C.)
4.10.3 Maintains a professional development plan
4.10.4 Exhibits resiliency demonstrated in pursuit of student learning and faculty development
Overall Rating for Standard 10
Examples of Evidence to Support Rating
Results of climate and other surveys
Examples of feedback used to enhance performance
Examples of mistakes acknowledged and learning from errors
Improvement plans reflecting changes in leadership practices
Evidence of growth resulting from previous evaluations
Evidence of compliance with legal requirements of job
Membership in professional organizations
Resolution of confrontational situations in a calm, thoughtful, dignified, problem-solving manner
Confronting ideological conflict and reaching consensus
Dissemination of clear norms and ground rules
Leader’s involvement in professional development topics that directly link to the needs of the school, district, or organization
Application of lessons learned from research shared with subordinates or colleagues
School Improvement Plan meeting minutes
Impact of professional readings/reflections on leadership
Learning tools created and applied resulting from professional development
Acknowledgement of failures and suggestions for change
Full support and professional implementation of district initiatives
Learning from dissenting views
Acceptance and implementation of leadership and policy with fidelity - representing district/state initiatives with student data, research base, and performance goals relevant to initiatives
Other leadership evidence of proficiency on this indicator
Comments:
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SCORING GUIDE FOR SUMTER LEADERSHIP APPRAISAL MATRIX FOR PRINCIPALS, ASSISTANT PRINCIPALS,
AND ASSISTANT PRINCIPAL INTERNS
The school leader assessment is aligned with the purpose of 1012.34 F.S. and applicable to State Board rules (e.g., 6A-5.065, and 6A-5.080) to provide quality feedback to school administrators on improvement efforts and to provide substance for an annual summative performance level evaluation based on indicators of proficiency. The annual summative performance level is based on two factors:
Leadership Practice Score is an assessment of the leader’s proficiency on the Florida Principal Leadership Standards (FPLS) and is based on two measures: 1. Effectiveness rating on the Sumter Leadership Appraisal Matrix that provides for feedback and
growth based on work of the school administrator and impact on colleagues. This metric contributes 80% of the Leadership Practice Score.
2. Deliberate Practice as a Multiple Measure (DP) is based on goal setting and accomplishment in three specific areas: school improvement, professional development, and personal development. This metric contributes 20% of the Leadership Practice Score
Student Growth Measures Score is the annual performance outcome of students assigned to the school and is based on designated growth measures used and “cut points” applied to conform to state law and State Board of Education rules.
SUMMARY OF SCORING PROCESS
Score on indicators Preponderance of evidence documented in matrix
Score on standards Preponderance of evidence documented in matrix
Score on domains Preponderance of evidence documented in matrix
Score on Sumter Leadership Appraisal Matrix
Based on formula in this guide
Score on Deliberate Practice Metric Based on formula in this guide
Calculate Leadership Practice Score Sumter Leadership Appraisal Matrix plus Deliberate Practice Scores based on formula in this guide
Calculate Student Growth Measure Score
Use district scale for Student Growth Measure
Calculate Annual Performance Level Combine Leadership Practice Score and Student Growth Measures Score based on formula in this guide
LEADERSHIP PRACTICE SCORING BASED ON FLORIDA PRINCIPAL LEADERSHIP STANDARDS
The Sumter Leadership Appraisal Matrix is designated for use with principals, assistant principals and assistant principal interns and comprises 80% of the Leadership Practice Score. The 4 domains included in the instrument embody the Florida Principal Leadership Standards and multiple indicators. The matrix addresses four possible ratings in each of the domains.
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Performance Ratings Through the preponderance of evidence provided by the school administrator and documented by the supervisor on each indicator within a domain, the overall proficiency recommendation for the domains will be determined.
Highly Effective leaders have an impact on an entire organization and are a primary source of developing additional leadership in their organization. Their performance is beyond effective. They routinely share their ideas, mentor others and view their roles as improving a single entity but also acting as an agent of system-wide improvement. Effective leaders impact organizational needs within their school by reinforcing and challenging students, teachers and leaders within. They meet requirements for success. Their performance is both adequate and necessary for improvement and clearly makes a contribution to their school. While their work is challenging, rigorous, and demanding, they can be proud of their achievements. Needs Improvement leaders are principals and assistant principals designated as demonstrating potential but lacking sufficient proficiencies to improve student learning, instructional practice, and/or other responsibilities. They understand what is required for success and are willing to work toward that goal with coaching and support for improved performance. They have a desire and personal motivation to make decisions necessary to become more effective leaders within a reasonable time. Developing is the designation reserved solely for candidates in the Aspiring Educational Administrator Program who have garnered an “assistant principal intern” placement at a school. Adjustments are made by evaluators as appropriate on the school leader evaluation rubric regarding expectations of assistant principal interns vs. bona fide assistant principals or principals. For the assistant principal interns, levels of proficiency including depth, breadth, knowledge, skill and evidence of demonstration may be modified as deemed appropriate by the evaluator. Unsatisfactory describes leaders who are inadequate. They do not understand what is required for proficiency or have demonstrated through their action and inaction that they choose not to strive for improvement. The goal is to identify, define, and document inadequate performance and make necessary changes very quickly.
Leadership Practice Score – Domain Ratings The Leadership Practice Score is aligned with performance on each of 4 domains and provides added emphasis to Domain 2: Instructional Leadership. With a varied number of standards and indicators per domain, the outcome of performance on the domains equals 80% of the Leadership Practice Score.
Domain Title Standards Indicators Weight
Domain 1 Student Achievement 2 7 20
Domain 2 Instructional Leadership 3 11 40
Domain 3 Organizational Leadership 4 16 20
Domain 4 Professional and Ethical Behavior 1 4 20
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Domain 2 has the greatest impact with a weighting of 40%, thus magnifying its result in the final rating in spite of not having the highest number of indicators.
Although Domains 1, 3, and 4 carry an equal weight of 20%, domain 4 has more impact than domains 1 and 3 because it has fewer indicators. Likewise, with fewer indicators, domain 1 has a greater impact than domain 3.
The Sumter Leadership Appraisal Matrix has a weighted point system. Points are assigned to Domain ratings, direct weights are employed, and scores are converted to a numerical scale. The following point model is used:
DOMAIN RATING POINTS ASSIGNED
A Domain rating of Highly Effective 3 points
A Domain rating of Effective 2 points
A Domain rating of Needs Improvement/Developing 1 point
A Domain rating of Unsatisfactory 0 points
The Domain points are multiplied by the Domain’s direct weight: The rating is entered in column 2 (“Rating”), the points in column 3 (“Points”), and a weighted score calculated in column 5.
Domain Rating Points Weight Domain Weighted Score
Domain I: Student Achievement .20
Domain 2: Instructional Leadership .40
Domain 3: Organizational Leadership .20
Domain 4: Professional and Ethical Behavior .20
Example
Domain Rating Points Weight Domain Weighed Score
Domain I: Student Achievement HE 3 .20 .6
Domain 2:Instructional Leadership E 2 .40 .8
Domain 3:Organizational Leadership HE 3 .20 .6
Domain 4: Professional & Ethical Behavior NI 1 .20 .2
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After a Domain Weighted Score is calculated, the scores are converted to a 100 point scale. This process results in a score range of 0 to 300 Points. This table illustrates the conversion of a Domain Weighted value to a 100 point scale.
Domain Rating Points Weight Weighed value
Convert to 100 point scale
Domain Score
Domain I Student Achievement
HE 3 .20 .6 x 100 60
Domain 2 Instructional Leadership
E 2 .40 .8 x 100 80
Domain 3 Organizational Leadership
HE 3 .20 .6 x 100 60
Domain 4 Professional and Ethical Behavior
NI 1 20 .2 x 100 20
Score 220
The Domain scores are added up and a Sumter Leadership Appraisal Matrix score determined. The matrix score is converted to a proficiency rating of HE, E, NI, or U based on this scale:
MATRIX SCORE Proficiency Rating
240 to 300 Highly Effective
151 to 239 Effective
75 to 150 Needs Improvement/Developing
0 to 74 Unsatisfactory
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HOW TO SCORE DELIBERATE PRACTICE Deliberate Practice (DP) Score
The DP score is 20% of the Leadership Practice Score.
The DP metric will have 3 specific measureable goals.
Each goal will have intermittent progress targets.
The goals will have equal weight, and the leader’s growth on each will be assessed as HE, E, NI, or U.
Scoring a DP Growth Goal Rating Rubrics
Highly Effective (HE) Goal met, all intermittent progress targets achieved, and verifiable improvement in leaders performance.
Effective (E) Goal met, intermittent progress targets achieved....impact not yet evident.
Needs Improvement /Developing (NI/D) Goal not met, but some intermittent progress targets met.
Unsatisfactory (U) Goal not met nothing beyond 1 intermittent progress target met.
A DP Score has an upper limit of 300 points. Each goal is assigned an equal proportion of the total points.
Number of Growth Goals Maximum points per goal Maximum Point Range
Three Goals 100 (300/3) 300 (100 x 3)
Goal values are based on the ratings (HE, E, NI, or U). This chart shows the points earned by a growth goal based on a rating Level (HE, E, NI, or U) and the total number of targets in the DP plan.
Rating Point values 3 Goals
HE max points 100
E .80 of max 80
NI .5 of max 50
U .25 if some progress 25
U .0 if 1 progress target 0
A DP score is based on ratings of the goals and the points earned for each rating. Example: Three Growth Goals
DP Goal Rating Points
DP GOAL 1 HE 100
DP GOAL 2 E 80
DP GOAL 3 NI 50
DP Score (goal score added together) 230
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DP Score Range DP Rating
240 to 300 Highly Effective
151 to 239 Effective
75 to 150 Needs Improvement/Developing
0 to 74 Unsatisfactory
Summary 80% of the Leadership Practice Score is based on the Sumter Leadership Appraisal Matrix score. 20% of the Leadership Practice Score is based on the Deliberate Practice Growth score.
HOW TO CALCULATE LEADERSHIP PRACTICE SCORE
Sumter Leadership Appraisal Matrix Score: _________ x .80 = ____________ Deliberate Practice Score: _________ x .20 = ________ Add scores from calculations A and B above to obtain Leadership Practice Score Example: Sumter Leadership Appraisal Matrix score of 220 x. 80 = 176 DP score of 230 x .20 = 46 Leadership Practice Score is 222 Leadership Practice Rating = “Effective”
Leadership Score Range Leadership Practice Rating
240 to 300 Highly Effective
151 to 239 Effective
75 to 150 Needs Improvement/Developing
0 to 74 Unsatisfactory
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HOW TO CALCULATE ANNUAL PERFORMANCE LEVEL
SCHOOL LEADER WITH THREE OR MORE YEARS OF EXPERIENCE Enter Student Growth Measure Score ______________________ Enter Leadership Practice Score + ______________________ Add the scores together ______________________ Summative Performance Level Rating ______________________ (Enter on evaluation form) SCHOOL LEADER WITH LESS THAN THREE YEARS OF EXPERIENCE Enter Student Growth Measure Score _________X .40=__________ Enter Leadership Practice Score + _________X .60=__________ Add the scores together _________X 2.0 =_________ Summative Performance Level Rating ________________________ (Enter on evaluation form) Example: SCHOOL LEADER WITH THREE OR MORE YEARS OF EXPERIENCE SGM Score of 212 + Leadership Practice Score of 250 = 462 Summative Performance Score of 462 Summative Performance Score of 462 = rating of Effective Example: SCHOOL LEADER WITH LESS THAN THREE YEARS OF EXPERIENCE SGM Score of 212 X .40 = 85 + Leadership Practice Score of 250 X .60 = 150 Summative Performance Score of 235 Summative Performance Score of 235 X 2 = 470 = rating of Effective.
Performance Score Ranges Summative Performance Level Rating
480 to 600 Highly Effective
300 to 479 Effective
149 to 299 Needs Improvement/Developing
0 to 148 Unsatisfactory
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CROSSWALK: EVALUATION INDICATORS AND STATE REQUIREMENTS
Sumter School District Leadership Appraisal Matrix for Principals, Assistant Principals and Assistant Principal Interns
School Leader Evaluation and Requirements in Florida statutes and State Board of Education Rules
This form may be used to reveal the alignment of district evaluation system indicators with requirements of 1012.34, F.S. and State Board of Education Rules Organization: SBE rule 6A-5.030 requires that instructional and school administrator evaluation systems include indicators organized into domains. Describe how this evaluation system is organized:
Insert text: The Sumter District Leadership Appraisal Matrix is organized by Florida Principal Leadership Domains and Associated Standards and Indicators of practice. A heart (♥) references indicators from the state pre-approved Florida School Leader Assessment while all other text reflects indicators in the Sumter School District Leadership Appraisal Matrix based on research of Dr. Douglas Reeves. Both frameworks were combined to produce the evaluation rubric applied to school leaders in the Sumter School District.
EVALUATION INDICATOR ALIGNMENTS ♥=State of Florida School Leader Assessment Indicators ●= Sumter
Indicators
State statutes and SBE Rules Evaluation System Indicators
Section A. 1012.34 (3) (a) (3) F.S. For school administrators, evaluation criteria must include indicators on the following as specified in statute
INSERT TEXT BELOW – “cut and paste” text of indicators that align with requirement in column 1 and insert into column 2.
1. The effectiveness of classroom teachers in the school.
Indicator 4.10.1 Exhibits integrity in all situations ♥The leader works collaboratively with the staff in the human resources office to define the ideal teacher based upon the school population served. Indicator 3.6.3 Demonstrates that decisions are linked to vision, mission, and strategic priorities ♥The leader’s effectiveness monitoring process provides the leader and leadership team with a realistic overview of the current reality of faculty effectiveness on the FEAPs, the indicators in the teacher evaluation system, and research-based instructional strategies
2. The administrator’s appropriate use of evaluation criteria procedures.
Indicator 2.4.1 Coaches and mentors faculty and teacher leaders ●Observations and evaluations are used for rating purposes but also for coaching and professional development opportunities.
3. Recruitment and retention of effective and highly effective classroom teachers.
Indicator 2.4.1 Coaches and mentors faculty and teacher leaders ●Employs faculty with certifications and instructional capabilities to
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meet needs of the school’s unique student body. Indicator 2.4.4 Uses formal and informal feedback with colleagues exclusively for the purpose of improving individual and organizational performance ●The leader provides formal feedback consistent with district evaluation instruments, and provides informal feedback to reinforce good performance, highlight strengths, and address needs of faculty and staff. Indicator 2.4.4 Exhibits integrity in all situations ♥The leader works collaboratively with the staff in the human resources office to define, recruit, and retain effective or highly effective teachers based upon the school population served.
4. Improvement in the percentage of instructional personnel evaluated at the highly effective or effective level.
Indicator 2.4.1 Coaches and mentors faculty and teacher leaders ●Observations and evaluations are used for rating purposes but also for coaching and professional development opportunities.
5. Other leadership practices that result in student learning growth.
Indicator 4.10.2 Adheres to the Code of Ethics of the Education Profession (Rules 6B-1.001) in Florida and to the Principles of Professional Conduct for the education profession (rules 6B-1.006, F.A.C.) ♥There is clear evidence that the leader values the worth and dignity of all people, the pursuit of truth, devotion to excellence (i.e., sets high expectations and goals for all learners, then tries in every way possible to help students reach them), acquisition of knowledge, and the nurture of democratic citizenship. ♥The leader's primary professional concern is for the student and for the development of the student's potential. Therefore, the leader acquires the knowledge and skills to exercise the best professional judgment and integrity
6. Indicators based upon each of the leadership standards adopted by the State Board of Education. (Note: Indicators related to leadership standards in the Florida Principal Leadership Standards, SBE rule 6A-5.080) are in section B below. Indicators in proposed SBE rule SBE rule 6A-5.030 as listed section C below:
Section C Indicators aligned to Florida Principal Leadership Standards (FPLS) SBE rule 6A-5.080
Standard 1: Student Learning Results: Effective school leaders achieve results on the school’s student learning goals.
Standard 1 Student Learning Results Effective school leaders achieve results on the school’s student learning goals.
a. The school’s learning goals are based on the state’s adopted student academic standards and the districts adopted curricula.
Indicator 1.1.1 Understands student requirements and academic standards ●Each state student academic standard has been analyzed and translated into student-accessible language. ●State student academic standards are widely shared by faculty members and visible throughout the building.
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●The link between standards and student performance is evident from the posting of proficient student work throughout the building.
b. Student learning results are evidenced by the student performance and growth on statewide assessments; district-determined assessments that are implemented by the district under Section 1008.22, F.S.; international assessments; and other indicators of student success adopted by the district and state.
Indicator 1.1.3 Focuses on student achievement results ●The leader hits the numbers, meeting performance goals for student achievement. ●The average of the student population improves, as does the achievement of each group of students who have previously been identified as needing improvement.
Standard 2: Student Learning as a Priority: Effective school leaders demonstrate that student learning is their top priority through leadership actions that build and support a learning organization focused on student success.
Standard 2 Student Learning as a Priority Effective school leaders demonstrate that student learning is their top priority through leadership actions that build and support a learning organization focused on student success.
a. Enables faculty and staff to work as a system focused on student learning.
Indicator 1.2.1 Reports student achievement to students, parents, teachers, and other leaders ●Student achievement reports include traditional report cards and grades but also standards, achievement reports, and detailed student performance on standards as a part of each reporting period.
b. Maintains a school climate that supports student engagement in learning.
Indicator 1.2.2 Uses student achievement data to make instructional leadership decisions ●There is clear evidence of changes in curriculum, teaching, and leadership based on data. ●A data wall is evident, and both leader and teachers refer to it as a basis for making instructional decisions.
c. Generates high expectations for learning growth by all students.
Indicator 1.2.3 Understands present levels of student performance based on consistent assessments that reflect local and state academic standards ●The leader can demonstrate student learning as the driving force for curriculum, instruction, and institutional decision-making.
d. Engages faculty and staff in efforts to close learning performance gaps among student subgroups within the school
Indicator 2.5.4 Engages faculty in addressing strategies to minimize and/or eliminate achievement gaps for individual learners and subgroups of students ♥Processes to minimize achievement gaps within all impacted subs-groups are employed for all sub-groups with positive trend lines showing reduction of gaps for all subgroups. ♥The leader consistently applies the process of inquiry and/or has enabled development of processes that generate greater understanding of the school’s current systems and their impact on sub-group academic achievement.
Standard 3: Instructional Plan Implementation Effective school leaders work collaboratively to develop and implement an instructional framework that aligns
Standard 3 Instructional Plan Implementation Effective school leaders work collaboratively to develop and implement an instructional framework that aligns curriculum with state standards, effective instructional practices, student learning
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curriculum with state standards, effective instructional practices, student learning needs and assessments
needs, and assessments.
a. Implements the Florida Educator Accomplished Practices as described in Rule 6A-5.065, F.A.C. through a common language of instruction
Indicator 3.6.3 Demonstrates that decisions are linked to vision, mission, and strategic priorities ♥The leader’s effectiveness monitoring process provides the leader and leadership team with a realistic overview of the current reality of faculty effectiveness on the FEAPs, the indicators in the teacher evaluation system, and research-based instructional strategies
b. Engages in data analysis for instructional planning and improvement.
Indicator 2.3.1 Assesses for teaching and learning ●The leader is able to examine the data reports in order to make instructional decisions for individual students. ●The leader disaggregates data and conferences with teachers to assist in identifying patterns in student achievement and strategy implementation.
c. Communicates the relationships among academic standards, effective instruction, and student performance.
Indicator 2.3.2 Uses formative and interim assessments aligned with adopted standards and curricula ♥The leader uses state, district, school, and classroom assessment data to make specific and observable changes in teaching, curriculum, and leadership decisions. ♥These specific and observable changes result in increased achievement for students.
d. Implements the district’s adopted curricula and state’s adopted academic standards in a manner that is rigorous and culturally relevant to the students and school
Indicator 2.5.3 Promotes diversity practices that validate and value similarities and differences among students ♥The leader systematically acts on the belief that all students can learn at high levels by leading curriculum, instruction, and assessment that reflect and respect the diversity of students and staff. ♥Classroom practices consistently reflect appropriate adjustments based on cultural, racial, and ethnic backgrounds of students. ♥The leader’s expectations that teachers adapt instructional strategies to meet individual student needs are an accepted part of the shared vision of the leader and faculty.
e. Ensures the appropriate use of high quality formative and interim assessments aligned with the adopted standards and curricula
Indicator 2.3.2 Uses formative and interim assessments aligned with adopted standards and curricula ♥The leader uses state, district, school, and classroom assessment data to make specific and observable changes in teaching, curriculum, and leadership decisions. ♥These specific and observable changes result in increased achievement for students.
Standard 4: Faculty Development: Effective school leaders recruit, retain and develop an effective and diverse faculty and staff
Standard 4 Faculty Development Effective School Leaders recruit, retain, and develop an effective and diverse faculty and staff.
a. Generates a focus on student and professional learning in the school that is clearly linked to the system-wide strategic
Indicator 1.2.3 Understands present levels of student performance based on consistent assessments that reflect local and state academic
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objectives and the school improvement plan;
standards ●The leader can demonstrate student learning as the driving force for curriculum, instruction, and institutional decision-making.
b. Evaluates, monitors, and provides timely feedback to faculty on the effectiveness of instruction
Indicator 2.4.1 Coaches and mentors faculty and teacher leaders ●The leader monitors alignment of plans and classroom activities ●A system has been developed to provide regular observation of classrooms. ●Observations are used for rating purposes but also for coaching and professional development opportunities. ●The leader engages in coaching to improve teaching and learning. Indicator 2.4.4 Uses formal and informal feedback with colleagues exclusively for the purpose of improving individual and organizational performance ●The leader‘s feedback is explicitly linked to organizational goals, and both the leader and employees can cite examples of where feedback is used to improve individual and organizational performance.
c. Employs a faculty with the instructional proficiencies needed for the school population served
Indicator 4.10.1 Exhibits integrity in all situations ♥The leader works collaboratively with the staff in the human resources office to define the ideal teacher based upon the school population served.
d. Identifies faculty instructional proficiency needs, including standards-based content, research-based pedagogy, data analysis for instructional planning and improvement, and the use of instructional technology.
Indicator 2.4.2 Understands faculty proficiencies and needs for further development ●The leader has collaborated to create individualized professional development plans for each faculty member, and professional development activities reflect the prioritized needs of these plans.
e. Implements professional learning that enables faculty to deliver culturally relevant and differentiated instruction.
Indicator 2.5.3 Promotes diversity practices that validate and value similarities and differences among students ♥The leader systematically acts on the belief that all students can learn at high levels by leading curriculum, instruction, and assessment that reflect and respect the diversity of students and staff. ♥Classroom practices consistently reflect appropriate adjustments based on cultural, racial, and ethnic backgrounds of students.
f. Provides resources and time and engages faculty in effective individual and collaborative professional learning throughout the school year.
Indicator 2.5.2 Initiates and supports continuous improvement in a multi-tiered system of opportunities for student success and well-being ♥Problem solves skillfully (e.g., conceptualizing, applying, analyzing, synthesizing, and/or evaluating information) to provide adequate time, resources, and support to teachers to deliver the district’s curriculum to all students.
Standard 5: Learning Environment: Effective school leaders structure and monitor a school learning environment that improves learning for all of Florida’s diverse student population
Standard 5: Learning Environment Effective school leaders structure and monitor a school learning environment that improves learning for all of Florida’s diverse student population.
a. Maintains a safe, respectful and inclusive student-centered learning environment that is focused on equitable opportunities for learning and building a foundation for a
Indicator 2.5.1 Maintains a safe, respectful, and inclusive student-centered learning environment ♥The leader provides clear evidence of creating and maintaining a
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fulfilling life in a democratic society and global economy.
learning environment that is generally conducive to ensuring effective teaching practices and learning, although there may be some exceptions. ♥Collects data on curricular and extra-curricular student involvement to assure equal opportunity for student participation.
b. Recognizes and uses diversity as an asset in the development and implementation of procedures and practices that motivate all students and improve student learning.
Indicator 2.5.3 Promotes diversity practices that validate and value similarities and differences among students ♥The leader systematically acts on the belief that all students can learn at high levels by leading curriculum, instruction, and assessment that reflect and respect the diversity of students and staff. ♥The leader’s expectations that teachers adapt instructional strategies to meet individual student needs are an accepted part of the shared vision of the leader and faculty.
c. Promotes school and classroom practices that validate and value similarities and differences among students.
Indicator 2.5.3 Promotes diversity practices that validate and value similarities and differences among students ♥The leader systematically acts on the belief that all students can learn at high levels by leading curriculum, instruction, and assessment that reflect and respect the diversity of students and staff. ♥The leader’s expectations that teachers adapt instructional strategies to meet individual student needs are an accepted part of the shared vision of the leader and faculty.
d. Provides recurring monitoring and feedback on the quality of the learning environment.
Indicator 2.5.2 Initiates and supports continuous improvement in a multi-tiered system of opportunities for student success and well-being ♥Problem solves skillfully (e.g., conceptualizing, applying, analyzing, synthesizing, and/or evaluating information) to provide adequate time, resources, and support to teachers to deliver the district’s curriculum to all students. ♥Most grades and subject track student learning growth on priority instructional targets.
e. Initiates and supports continuous improvement processes focused on the students’ opportunities for success and well-being.
Indicator 2.5.2 Initiates and supports continuous improvement in a multi-tiered system of opportunities for student success and well-being ♥Through all grades and subjects a multi-tiered system of supports is operational providing core universal supports (research‐based, high‐quality, general education instruction and support; screening and benchmark assessments for all students, and continuous data collection continues to inform instruction).
f. Engages faculty in recognizing and understanding cultural and developmental issues related to student learning by identifying and addressing strategies to minimize and/or eliminate achievement gaps.
Indicator 2.5.4 Engages faculty in addressing strategies to minimize and/or eliminate achievement gaps for individual learners and subgroups of students ♥Processes to minimize achievement gaps within all impacted subs-groups are employed for all sub-groups with positive trend lines showing reduction of gaps for all subgroups. ♥The leader consistently applies the process of inquiry and/or has enabled development of processes that generate greater understanding of the school’s current systems and their impact on sub-group academic achievement.
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Standard 6: Decision Making: Effective school leaders employ and monitor a decision-making process that is based on vision, mission and improvement priorities using facts and data.
Standard 6: Decision Making Effective school leaders employ and monitor a decision-making process that is based on vision, mission, and improvement priorities using facts and data.
a. Gives priority attention to decisions that impact the quality of student learning and teacher proficiency.
Indicator 3.6.1 Bases decisions on facts including specific reference to internal and external data on student achievement and objective data on curriculum, teaching practices, and leadership practices ●Decision making is neither by consensus nor by leadership mandate, but consistently based on the data reflecting the quality of student learning and teacher proficiency.
b. Uses critical thinking and problem solving techniques to define problems and identify solutions.
Indicator 3.6.3 Demonstrates that decisions are linked to vision, mission, and strategic priorities ●The decisions of the leader are consistent with the vision, mission, and strategic priorities of the organization. ●The alignment of these decisions to vision, mission, and strategic priorities is based on current data.
c. Evaluates decisions for effectiveness, equity, intended and actual outcome; implements follow-up actions; and revises as needed
Indicator 3.6.3 Demonstrates that decisions are linked to vision, mission, and strategic priorities ●The decisions of the leader are consistent with the vision, mission, and strategic priorities of the organization. ●The alignment of these decisions to vision, mission, and strategic priorities is based on current data.
d. Empowers others and distributes leadership when appropriate.
Indicator 3.6.2 Clearly identifies decision-making structure, including which decisions are made by consensus or by the staff independently, which decisions are made by the leader after getting input from the staff, and which decisions are made by the leader alone ●The leader clarifies the decision-making method for major decisions and shares decisions with the staff, using data to the greatest extent possible to support those decisions.
e. Uses effective technology integration to enhance decision making and efficiency throughout the school.
Indicator 2.3.3 Demonstrates technology leadership and vision ●Teachers propose, assess, and implement technology-based solutions to real world problems and higher order thinking skills. ●Technology planning is integrated into the school improvement plan and approved by the SAC.
Standard 7: Leadership Development; Effective school leaders actively cultivate, support, and develop other leaders within the organization
Standard 7 Leadership Development Effective school leaders actively cultivate, support, and develop other leaders within the organization.
a. Identifies and cultivates potential and emerging leaders.
Indicator 3.7.3 Delegates and trusts subordinate leaders ● The leader empowers people throughout the organization in formal and informal ways.
b. Provides evidence of delegation and trust in subordinate leaders.
Indicator 3.7.3 Delegates and trusts subordinate leaders
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●Faculty members participate in the facilitation of meetings and exercise leadership in committees and task forces; other employees, including non-certified staff, exercise appropriate authority and assume leadership roles where appropriate. ●The climate of trust and delegation in this organization contributes directly to the identification and empowerment of the next generation of leadership.
c. Plans for succession management in key positions.
Indicator 3.7.2 Plans for succession through consistent identification of potential future leaders ●The leader routinely identifies and recruits new leaders.
d. Promotes teacher–leadership functions focused on instructional proficiency and student learning.
Indicator 3.7.2 Plans for succession through consistent identification of potential future leaders ●The leader encourages subordinates to participate in leadership development to demonstrate leadership proficiencies and develops opportunities at the school through release time. ●The leader also provides appropriate coaching and mentoring to these potential leaders as follow-up and reflection on provided experiences.
e. Develops sustainable and supportive relationships between school leaders, parents, community, higher education and business leaders
Indicator 3.9.1 Listens, analyzes, and acts based input from stakeholders and potential impact on organizational mission ●The leader has established an effective communication plan, communicates openly, and is receptive to ideas from a variety of sources and perspectives. ●The leader maintains listening systems for major stakeholders (parents, teachers, students, patrons, and staff), and explicitly plans analysis and reflection of data, and establishes structures that facilitate responsive action based on feedback and analysis.
Standard 8: School Management: Effective school leaders manage the organization, operations, and facilities in ways that maximize the use of resources to promote a safe, efficient, legal, and effective learning environment.
Standard 8 School Management Effective school leaders manage the organization, operations, and facilities in ways that maximize the use of resources to promote a safe, efficient, legal, and effective learning environment.
a. Organizes time, tasks and projects effectively with clear objectives and coherent plans.
Indicator 3.8.4 Organizes priorities and resources to effectively maximize efficient school management ●The leader identifies and organizes resources to achieve curricular and instructional goals and capably manages a daily to do list to accomplish all opportune and required tasks. ●There is a sense of pride, dignity, order, and safety that permeates the building.
b. Establishes appropriate deadlines for him/herself and the entire organization.
Indicator 3.8.2 Manages complex projects with clear objectives and coherent plans ●The leader‘s projects are managed using clear and written lists of milestones, deadlines, and persons responsible.
c. Manages schedules, delegates, and allocates resources to promote collegial efforts in school
Indicator 3.8.2 Manages complex projects with clear objectives and coherent plans
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improvement and faculty development. ●Project plans are visible so that accomplishments are publicly celebrated and project challenges are open for input from a wide variety of sources. ●The leader‘s projects are managed using clear and written lists of milestones, deadlines, and persons responsible. ●Successful projects and results are evident. Indicator 3.8.4 Organizes priorities and resources to effectively maximize efficient school management ●The calendar is focused on the priorities of the leader and the organization.
d. Is fiscally responsible and maximizes the impact of fiscal resources on instructional priorities.
Indicator 3.8.3 Demonstrates fiscal stewardship with a history of completion of projects on schedule and within budget ●The leader is knowledgeable about the budgeting process, categories, and funding sources to maximize all available dollars to achieve strategic priorities. ●The leader has a documented history of managing complex projects, schedules, deadlines, and budget commitments.
Standard 9: Communication: Effective school leaders practice two-way communications and use appropriate oral, written, and electronic communication and collaboration skills to accomplish school and system goals by building and maintaining relationships with students, faculty, parents, and community.
Standard 9 Communication Effective school leaders practice two-way communications and use appropriate oral, written, and electronic communication and collaboration skills to accomplish school and system goals by building and maintaining relationships with students, faculty, parents, and community.
a. Actively listens to and learns from students, staff, parents, and community stakeholders.
Indicator 3.9.1 Listens, analyzes, and acts based input from stakeholders and potential impact on organizational mission ●Observations and documentation provided by the leader demonstrate that the leader listens well, seeks mutual understanding, and welcomes sharing of information.
b. Recognizes individuals for effective performance.
Indicator 3.9.3 Engages in two-way communication with faculty and staff ●The leader knows all staff members and makes an effort to recognize the personal and individual contribution each one makes.
c. Communicates student expectations and performance information to students, parents, and community.
Indicator 3.9.4 Maintains two-way communication with parents and community ●The leader conducts frequent interactions with parents and community members, including newsletters, personal briefings, personal visits and calls, and the use of technology (voice mail, hot lines, e-mail, web sites) where appropriate. ●Survey data suggest that parents and community members feel empowered and supportive of educational objectives.
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d. Maintains high visibility at school and in the community and regularly engages stakeholders in the work of the school.
Indicator 3.9.2 Productively manages two-way communication with students ●The leader is particularly visible at the beginning and end of the school day and during all other times when students are present. Indicator 3.9.3 Engages in two-way communication with faculty and staff ●The leader actively engages in “active listening” to the faculty and staff. Indicator 3.9.1 Listens, analyzes, and acts based input from stakeholders and potential impact on organizational mission ●The leader maintains listening systems for major stakeholders (parents, teachers, students, patrons, and staff), and explicitly plans analysis and reflection of data, and establishes structures that facilitate responsive action based on feedback and analysis.
e. Creates opportunities within the school to engage students, faculty, parents, and community stakeholders in constructive conversations about important school issues.
Indicator 3.9.2 Productively manages two-way communication with students ●The listening strategies may include focus groups, surveys, student advisory committees, and numerous one-to-one student conversations. Indicator 3.9.3 Engages in two-way communication with faculty and staff ●The leader actively engages in “active listening” to the faculty and staff. Indicator 3.9.4 Maintains two-way communication with parents and community ●The leader conducts frequent interactions with parents and community members, including newsletters, personal briefings, personal visits and calls, and the use of technology (voice mail, hot lines, e-mail, web sites) where appropriate. ●There is clear evidence of the leader‘s decisions based on input from parent and community members.
f. Utilizes appropriate technologies for communication and collaboration
Indicator 3.9.4 Maintains two-way communication with parents and community ●There is clear evidence on the part of the leader to communicate with parents and the community, including open forums, focus groups, surveys, personal visits, and extensive use of technology.
g. Ensures faculty receives timely information about student learning requirements, academic standards, and all other local state and federal administrative requirements and decisions
Indicator 3.9.3 Engages in two-way communication with faculty and staff ●Faculty meetings include open, two-way discussions. Indicator 1.1.1 Understands student requirements and academic standards ●The leader ensures that specific faculty meetings and staff development forums are focused on student achievement, including reviews of individual student work compared to standards. Indicator 1.2.1 Reports student achievement to students, parents, teachers, and other leaders ●The leader reports at all levels extend far beyond the report card to include standards and achievement reports detailing student
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performance.
Standard 10: Professional and Ethical Behaviors: Effective school leaders demonstrate personal and professional behaviors consistent with quality practices in education and as a community leader
Standard 10 Professional and Ethical Behaviors Effective school leaders demonstrate personal and professional behaviors consistent with quality practices in education and as a community leader.
a. Adheres to the Code of Ethics and the Principles of Professional Conduct for the Education Profession in Florida, pursuant to Rules 6B-1.001 and 6B-1.006, F.A.C.
Indicator 4.10.2 Adheres to the Code of Ethics of the Education Profession (Rules 6B-1.001) in Florida and to the Principles of Professional Conduct for the education profession (rules 6B-1.006, F.A.C.) ♥The leader demonstrates the importance of maintaining the respect and confidence of his or her colleagues, of students, of parents, and of other members of the community. As a result the leader adheres to the prescribed ethical conduct.
b. Demonstrates resiliency by staying focused on the school vision and reacting constructively to the barriers to success that include disagreement and dissent with leadership
Indicator 4.10.4 Exhibits resiliency in pursuit of student learning and faculty development ♥The leader bounces back quickly from adversity while remaining focused on the vision of the organization. ♥The leader uses dissent to inform final decisions, improve the quality of decision-making, and broaden support for his or her final decision.
c. Demonstrates a commitment to the success of all students, identifying barriers and their impact on the well-being of the school, families, and local community
Indicator 4.10.4 Exhibits resiliency in pursuit of student learning and faculty development ♥There is evidence of learning from past errors with defined structures and processes in place for eliciting input.
d. Engages in professional learning that improves professional practice in alignment with the needs of the school system
Indicator 4.10.4 Exhibits resiliency in pursuit of student learning and faculty development ♥The leader readily acknowledges personal and organizational failures and offers clear suggestions for personal learning.
e. Demonstrates willingness to admit error and learn from it
Indicator 4.10.4 Exhibits resiliency in pursuit of student learning and faculty development ♥The leader admits failures quickly, honestly, and openly with the direct supervisor and immediate colleagues. ♥Non-defensive attitude exists in accepting feedback and discussing errors and failures.
f. Demonstrates explicit improvement in specific performance areas based on previous evaluations and formative feedback
Indicator 4.10.4 Exhibits resiliency in pursuit of student learning and faculty development ♥Improvement needs noted in the leader’s previous evaluations are explicitly reflected in projects, tasks, and priorities.
Section C. Proposed SBE rule 6A-5.030 As per 1012.34 (4) F.S. – indicators for instructional and school administrators other professional and job responsibilities as adopted by the State Board of Education must be included. Indictors included in proposed SBE Rule 6A-5.030 are as follows:
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From Review and Approval Checklist II B (3):
Indictors will be included that are based on each of the Florida Principal Leadership Standards (See Crosswalk Section B above)
Indicators that assess progress on deliberate practice priorities
Indicators specified in Section 1012.34 FS (See Crosswalk Section A above)
From Review and Approval Checklist II B (4): each district shall also include the following indicators on leadership practice …
a. Feedback Practices: The principal monitors, evaluates proficiency, and provides timely feedback to faculty on the effectiveness of instruction on priority instructional goals and the cause and effect relationships between professional practice and student achievement on those goals.
Indicator 2.4.4 Uses formal and informal feedback with colleagues exclusively for the purpose of improving individual and organizational performance ●The leader‘s feedback is explicitly linked to organizational goals, and both the leader and employees can cite examples of where feedback is used to improve individual and organizational performance. Indicator 2.3.1 Assesses for teaching and learning ●The leader uses data to create instructional schedules and has trained faculty and staff to examine student and staff performance and patterns by grade, department, and student subgroups. Indicator 3.6.3 Demonstrates that decisions are linked to vision, mission, and strategic priorities ♥The leader’s monitoring process generates a shared vision with the faculty of high expectations for faculty proficiency in the FEAPs, research-based instructional strategies, and the indicators in the teacher evaluation system.
b. High effect size strategies: Instructional personnel receive recurring feedback on their proficiency on high effect size instructional strategies.
Indicator 3.6.3 Demonstrates that decisions are linked to vision, mission, and strategic priorities ♥The leader’s effectiveness monitoring process provides the leader and leadership team with a realistic overview of the current reality of faculty effectiveness on the FEAPs, the indicators in the teacher evaluation system, and research-based instructional strategies
c. Facilitating Professional Learning: The principal manages the organization, operations, and facilities to provide the faculty with quality resources and time for professional learning and engages faculty in effective individual and collaborative learning on priority professional goals throughout the school year.
Indicator 2.4.1 Coaches and mentors faculty and teacher leaders ●Observations and evaluations are used for rating purposes but also for coaching and professional development opportunities. ●The leader organizes faculty into an effective learning community. Indicator 2.4.2 Understands faculty proficiencies and needs for further development ●The leader has collaborated to create individualized professional development plans for each faculty member, and professional development activities reflect the prioritized needs of these plans. Indicator 2.4.3 Participates in personally leading professional development ●The leader regularly devotes faculty meetings to professional
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development, not announcements. Often the leader personally leads professional development during the year. Indicator 2.5.2 Initiates and supports continuous improvement in a multi-tiered system of opportunities for student success and well-being ♥Problem solves skillfully (e.g., conceptualizing, applying, analyzing, synthesizing, and/or evaluating information) to provide adequate time, resources, and support to teachers to deliver the district’s curriculum to all students.
d. Clear Goals: The principal communicates goals and expectations clearly and concisely using Florida’s common language of instruction.
Indicator 3.9.4 Communicates clear goals and expectations ♥The leader conducts frequent interactions with students, faculty, and stakeholders to communicate and enforce clear expectations, structures, and fair rules and procedures. ♥Utilizes a system of open communication that provides for the timely, responsible sharing of information with the school community using a variety of formats in multiple ways through different media in order to ensure communication with all members of the school community. ♥Is proficient in use of the Florida common language of instruction to align school goals with district and state initiatives.
From Review and Approval Checklist III C: Indicators shall be included on:
Monitoring and timely feedback to instructional personnel on their proficiency in the indicators in the instructional evaluation system.
Indicator 2.4.1 Coaches and mentors faculty and teacher leaders ●Observations and evaluations are used for rating purposes but also for coaching and professional development opportunities. Indicator 2.4.4 Uses formal and informal feedback with colleagues exclusively for the purpose of improving individual and organizational performance ●The leader provides formal feedback consistent with district evaluation instruments, and provides informal feedback to reinforce good performance, highlight strengths, and address needs of faculty and staff.
The administrator’s resilience in pursuit of continuous school improvement.
Indicator 4.10.4 Exhibits resiliency in pursuit of student learning and faculty development ♥The leader builds resilience in colleagues and throughout the organization by habitually highlighting and praising “good mistakes” where risks were taken, mistakes were made, lessons were learned, and both the individual and organization learned for the future. ♥The leader bounces back quickly from adversity while remaining focused on the vision of the organization. ♥The leader offers frank acknowledgement of prior personal and organizational failures and clear suggestions for system-wide learning resulting from those lessons.
Review and Approval Checklist II B 1: The Department’s set of indicators on high effect size leadership strategies as posted at http://www.fldoe.org/profdev/pdf/HighEffectSize.pdf
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These indicators are listed below:
Feedback Practices: The school leader monitors, evaluates proficiency, and provides timely feedback to faculty on the effectiveness of instruction on priority instructional goals, and the cause and effect relationships between professional practice and student achievement on those goals.
Indicator 2.4.4 Uses formal and informal feedback with colleagues exclusively for the purpose of improving individual and organizational performance ●The leader‘s feedback is explicitly linked to organizational goals, and both the leader and employees can cite examples of where feedback is used to improve individual and organizational performance. Indicator 2.3.1 Assesses for teaching and learning ●The leader uses data to create instructional schedules and has trained faculty and staff to examine student and staff performance and patterns by grade, department, and student subgroups. Indicator 3.6.3 Demonstrates that decisions are linked to vision, mission, and strategic priorities ♥The leader’s monitoring process generates a shared vision with the faculty of high expectations for faculty proficiency in the FEAPs, research-based instructional strategies, and the indicators in the teacher evaluation system.
Facilitating Professional Learning: The school leader manages the organization, operations, and facilities to provide the faculty with quality resources and time for professional learning, and engages faculty in effective individual and collaborative learning on priority professional goals throughout the school year.
Indicator 2.4.1 Coaches and mentors faculty and teacher leaders ●The leader engages in coaching to improve teaching and learning. ●A system has been developed to provide regular observation of classrooms. ●Observations are used for rating purposes but also for coaching and professional development opportunities. ●The leader organizes faculty into an effective learning community.
Clear Goals and Expectations: The school leader communicates goals and expectations clearly and concisely using Florida’s common language of instruction and appropriate written and oral skills, communicates student expectations and performance information to students, parents, and community, and ensures faculty receives timely information about student learning requirements, academic standards, and all other local, state, and federal administrative requirements and decisions.
Indicator 3.9.4 Communicates clear goals and expectations ♥The leader conducts frequent interactions with students, faculty, and stakeholders to communicate and enforce clear expectations, structures, and fair rules and procedures. ♥Utilizes a system of open communication that provides for the timely, responsible sharing of information with the school community using a variety of formats in multiple ways through different media in order to ensure communication with all members of the school community. ♥Is proficient in use of the Florida common language of instruction to align school goals with district and state initiatives.
Instructional Resources: The school leader maximizes the impact of school personnel and fiscal and facility resources to provide recurring systemic support for instructional priorities and a supportive learning environment.
Indicator 2.5.2 Initiates and supports continuous improvement in a multi-tiered system of opportunities for student success and well-being ♥Problem solves skillfully (e.g., conceptualizing, applying, analyzing, synthesizing, and/or evaluating information) to provide adequate time, resources, and support to teachers to deliver the district’s curriculum to all students. Indicator 3.8.3 Demonstrates fiscal stewardship with a history of completion of projects on schedule and within budget
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●The leader documents a process to direct funds to increase student achievement that is based on best practices and leveraging of antecedents of excellence in resources, time, and instructional strategies.
High Effect Size Strategies: The school leader takes actions to ensure that instructional personnel receive recurring feedback on their proficiency in high effect size instructional strategies
Indicator 3.6.3 Demonstrates that decisions are linked to vision, mission, and strategic priorities ♥The leader’s effectiveness monitoring process provides the leader and leadership team with a realistic overview of the current reality of faculty effectiveness on the FEAPs, the indicators in the teacher evaluation system, and research-based instructional strategies
Instructional Initiatives: District-supported state initiatives focused on student growth are supported by the school leader with specific and observable actions including monitoring of implementation and measurement of progress toward initiative goals and professional learning to improve faculty capacity to implement the initiatives.
Indicator 1.2.4 Bases decisions of teacher assignment, course content, schedule, and student curriculum on specific needs for improved student achievement ●The leader systematically examines data at the subscale level to find strengths and challenges. ●The leader can specifically document examples of decisions in teaching assignment, curriculum, assessment, and intervention that have been made on the basis of data analysis. Indicator 2.3.1 Assesses for teaching and learning ●The leader disaggregates data and conferences with teachers to assist in identifying patterns in student achievement and strategy implementation. ●This data is used to establish Individual Professional Development Plans.
The following indicators may be incorporated into a district system as separate indicators or included as specific issues on which feedback will be provided as an aspect of the Instructional Initiatives initiative (see above)
Monitoring Text Complexity: The school leader monitors teacher implementation of reading strategies with cognitively challenging text and embedding of close reading and rereading of complex text into instructional processes as a routine event. (Reading)
Indicator 1.1.1 Understands student requirements and academic standards ●The link between standards and student performance is evident from the posting of proficient student work throughout the building. Indicator 2.4.1 Coaches and mentors faculty and teacher leaders ●A system has been developed to provide regular observation of classrooms. Indicator 3.8.4 Organizes priorities and resources to effectively maximize efficient school management ●The leader identifies and organizes resources to achieve curricular and instructional goals and capably manages a daily to do list to accomplish all opportune and required tasks.
Interventions: The school leader routinely uses teacher-collected student response data to determine effectiveness of instruction and interventions school-wide,
Indicator 1.2.4 Bases decisions of teacher assignment, course content, schedule, and student curriculum on specific needs for improved student achievement
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grade-wide, class-wide, and specific to student sub-groups. (MTSS)
●The leader systematically examines data at the subscale level to find strengths and challenges. Indicator 2.5.4 Engages faculty in addressing strategies to minimize and/or eliminate achievement gaps for individual learners and subgroups of students ♥The leader consistently applies the process of inquiry and/or has enabled development of processes that generate greater understanding of the school’s current systems and their impact on sub-group academic achievement.
Instructional Adaptations: The school leader routinely engages teachers collaboratively in a structured data-based planning and problem-solving process in order to modify instruction and interventions for accelerated student progress and to monitor and evaluate the effect of those modifications. (MTSS)
Indicator 1.2.2 Uses student achievement data to make instructional leadership decisions ●There is clear evidence of changes in curriculum, teaching, and leadership based on data. ●A data wall is evident, and both leader and teachers refer to it as a basis for making instructional decisions. Indicator 1.2.4 Bases decisions of teacher assignment, course content, schedule, and student curriculum on specific needs for improved student achievement ●The leader can specifically document examples of decisions in teaching assignment, curriculum, assessment, and intervention that have been made on the basis of data analysis. Indicator 2.3.1 Assesses for teaching and learning ●The leader disaggregates data and conferences with teachers to assist in identifying patterns in student achievement and strategy implementation.
ESOL Strategies: The school leader monitors the school and classrooms for comprehensible instruction delivered to ESOL students and the utilization of ESOL teaching strategies appropriate to the students in the class. (ESOL)
Indicator 2.5.3 Promotes diversity practices that validate and value similarities and differences among students ♥The leader systematically acts on the belief that all students can learn at high levels by leading curriculum, instruction, and assessment that reflect and respect the diversity of students and staff. ♥Classroom practices consistently reflect appropriate adjustments based on cultural, racial, and ethnic backgrounds of students. ♥The leader’s expectations that teachers adapt instructional strategies to meet individual student needs are an accepted part of the shared vision of the leader and faculty.
From Review and Approval Checklist Section III D
Weighting and Scoring of indicators on professional and job responsibilities are incorporated into the leadership practice elements of the evaluation system
Weighting and scoring information on leadership elements is provided as per the Checklist Section IIID
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Sumter School District Research Base For School Leader Evaluation The system used in the Sumter School District for school leader evaluation is aligned with research frameworks identified by the Florida Department of Education as acceptable for this purpose. The Sumter School District school leader evaluation exclusively integrates indicators from the Florida School Leader Assessment (state pre-approved rating rubrics) and Dr. Douglas B. Reeves’ framework “The Leadership Performance Matrix” referenced in Assessing Educational Leaders: Evaluating Performance for Improved Individual and Organizational Results (2009). The evaluation guides improvement in the quality of administrative services that support increased student learning growth The framework meets the following requirements:
Aligned with the Florida Educator Accomplished Practices (FEAPs), Rule 6A-5.065, F.A.C., or the Florida Principal Leadership Standards (FPLS), Rule 6A-5.080, F.A.C., as appropriate.
Reflects contemporary research as defined in Florida’s Common Language of Instruction (found on www.fldoe.org/profdev/pa.asp and www.floridaschoolleaders.org).
Reflects research that is aligned with the purpose of the Student Success Act (Section 1012.34 (a), F.S.): “For the purpose of increasing student learning growth by improving the quality of instructional, administrative, and supervisory services in the public schools of the state.”
The Sumter School District has submitted evidence that its school leader evaluation framework is based on contemporary research and is aligned with the Student Success Act and the FPLS. A crosswalk supports appropriate alignment. Florida Department of Education Pre-Approved Framework: Leadership Evaluation
A Multi-Dimensional Framework: Based on research and meta-analyses by Dr. Douglas Reeves, Dr. John Hattie, Dr.
Vivian Robinson, and other research findings that identify school leadership strategies or behaviors that, done correctly
and in appropriate circumstances, have a positive probability of improving student learning and faculty proficiency on
instructional strategies that positively impact student learning. (Note: The FMLA (2011 state model) and FSLA (2012
state model) are based on this framework.
References - State Multi-dimensional Leadership Framework
Reeves, D. (2009). Assessing Educational Leaders: Evaluating Performance for Improved Individual and Organizational Results. Thousand Oaks, CA: Corwin Press. Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. New York: Routledge. Horng, E., Klasik, D., & Loeb, S. (2010). Principal’s time use and school effectiveness. Stanford University. Kouzes, J. M., & Posner, B. Z. (2010). The truth about leadership. San Francisco, CA: Jossey-Bass. Louis, K. S., Leithwood, K., Wahlstrom, K. L., & Anderson, S. E. (2010). Investigating the links to improved student learning. The Wallace Foundation. Robinson, V. M. J. (2011). Student-centered leadership. San Francisco, CA: Jossey-Bass.
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Dr. Douglas B. Reeves’ Multi-dimensional Leadership Assessment System
Dr. Douglas Reeves is the founder of The Leadership and Learning Center. As part of Houghton Mifflin Harcourt, a global
educational leader, The Center serves school systems around the world. The author of 30 books and many articles on
leadership and organizational effectiveness, Dr. Reeves has twice been named to the Harvard University Distinguished
Authors Series. Dr. Reeves was named the Brock International Laureate for his contributions to education. He also
received the Distinguished Service Award from the National Association of Secondary School Principals and the Parent
Choice Award for his writing for children and parents. He is the 2010 recipient of the National Staff Development
Council's Contribution to the Field Award.
Assessing Educational Leaders: Evaluating Performance for Improved Individual and Organizational Results by Douglas B. Reeves provides the information and tools necessary to successfully evaluate all types of educational leaders and improve both individual and organizational performance.
Incorporating the 10 Dimensions of Leadership, Dr. Douglas Reeves’ Leadership Performance Matrix is a field-tested evaluation framework based on research, theory, and best practices in leadership, organizational effectiveness, and personnel evaluation. The author focuses on three critical concepts of leadership: the dramatic impact of leadership on student achievement, equity, and staff morale; the role of both personal predispositions and acquired knowledge skills on effectiveness; and how evaluation can be used to improve performance. The evaluation instrument supports the following:
Provides the tools for leadership assessment and coaching that are formative, constructive, and unambiguous. Provides consistent, clear, and fair definitions of leadership performance Documents judgments about leadership performance through supporting evidences Offers continuous and effective feedback for veteran, new, and aspiring leaders Supports collaborative processes and collegial conversations that are essential for sustainable Professional
Learning Communities Promotes observations and evaluations as part of a holistic learning system that develops leadership
effectiveness
By implementing this multidimensional leadership assessment system, the Sumter School District can improve teaching, learning, and leadership at every level!
References - Dr. Douglas Reeves Multi-Dimensional Leadership Assessment System
Ainsworth, L. (200a). Power standards: Identifying the standards that matter the most. Englewood. CO: Advanced Learning Press. Ainsworth, L. (200b). Unwrapping the standards: A simple process to make standards manageable. Englewood, CO: Advanced Learning Press. Bossidy, L., & Charan, R. (2002), Execution: The discipline of getting things done. New York: Crown Business. Boyatzis, R. E., & McKee, A. (2005). Resonant leadership: Renewing yourself and connecting with others through mindfulness, hope, and compassion. Boston: Harvard Business School Press. Christensen, D. (2001, December), Building state assessment from the classroom up: Why Nebraska has forsworn high-stakes testing in favor of district-tailored measures. School Administrator, pp. 27-31. Collins, J. (2001). Good to great: Why some companies make the leap…and others don’t. New York: HarperBusiness
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Cook, W. J. (2004). When the smoke clears. Phi Delta Kappan, 86(1), 73-75, 83. Council of the Great City Schools. (2006). Urban school superintendents: Characteristics, tenure, salary. Urban Indicator, 8(1), 1-10. Danielson, C. (2002). Teaching evaluation. Alexandria, VA: ASCD. Darling-Hammond, L. (1997). The right to learn: A blueprint for creating schools that work. San Francisco: Jossey-Bass. Darling-Hammond, L. (2000). Teacher quality and student achievement: A review of state policy evidence. Educational Policy Analysis Archives. 8(1). 1-50. Darling-Hammond, L., & Sykes, G. (Eds.). (1999). Teaching as the learning profession: Handbook of policy and practice. San Francisco: Jossey-Bass. Davis, S., Darling-Hammond, L., LaPointe, M., & Meyerson, D. (2005). School leadership study: Developing successful principals (Review of Research). Stanford, CA: Stanford University, Stanford Educational Leadership Institute. General Accounting Office. (2002, April). Education needs to monitor states’ scoring of assessments (GAO-02- 303). Washington, DC: Author. Goldsmith, M., & Reiter, M. (2007). What got you here won’t get you there: How successful people become even more successful. New York: Hyperion. Goldman, D., Boyatziz, R., & McKee, A. (2002). Primal leadership: Realizing the power of emotional intelligence, Boston: Harvard Business School Press. Goodlad, J. (1984). A place called school. New York: McGraw-Hill. Hersey, P., Blanchard, K.H., & Johnson, D. E. (2000). Management of organizational behavior: Utilizing human resources (8th ed.). Upper Saddle River, NJ: Prentice Hall. Interstate School Leaders Licensure Consortium. (1996, November 2). Standards for school leaders. Washington, DC: Council of Chief State School Officers. Junger, S. (1998). The perfect storm. New Your: Harper. Marzano, R. J. (2003). What works in schools: Translating research into action. Alexandria, VA: Association for Supervision and Curriculum Development. Marzano,R.J. (2007). The art and science of teaching: A comprehensive framework for effective instruction. Alexandria, VA: Association for Supervision and Curriculum Development. Marzano, R. J., & Pickering, D. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: ASCD. North Carolina Center for School Leadership ‘Development. (2001). Principals and assistant principal’s self-assessment. Retrieved March 14, 2001, from www.ga.unc.edu/pep/resources.html. Peck, M. M. (1978). The road less traveled: Beyond spiritual growth in an age of anxiety. Cutchogue, NY: Buccaneer Books.
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Peters, T., & Austin, N. (1986). A passion for excellence. New York: HarperBusiness. Pfeffer, J., & Sutton, R. I. (2000). The knowing-doing gap: How smart companies turn knowledge into action. Boston: Harvard Business School Press. Popham, J. (1999). Testing! Testing! What every parent should know about school tests. Boston: Allyn & Bacon. Prichard Committee for Academic Excellence. (2005). High achieving high schools (Report). Retrieved April 16, 2008, from http://www.prichardcommittee.org/HS%20 Report.pdf. Quality Counts 2003: “If I Can’t Learn From You.” (2003, January). Education Week. Reeves, D. B. (2001). Holistic accountability: Serving students, schools, and community. Thousand Oaks, CA: Corwin Press. Reeves, D. B. (2002a). The daily disciplines of leadership. San Francisco: Jossey-Bass. Reeves, D. B. (2002b). Making standards work: How to implement standards-based performance assessments in the classroom, school, and district (3rd ed.). Denver: Advanced Learning Press. Reeves, D. B. (2003). Accountability for learning: A constructive approach to educational accountability for teachers and school leaders. Alexandria, VA: ASCD. Reeves, D. B. (2006). The learning leader: How to focus school improvement for better results. Alexandria, VA: Association for Supervision and Curriculum Development. Reeves, D. B. (2007, October). Coaching myths and realities, Educational Leadership, 65(2), 89-90. Reeves, D. B. (2007, December-2008, January). Making strategic planning work, Educational Leadership, 65(4), 86-87. Rosenthal, R., & Jacobson, L. (2003). Pygmalion in the classroom: Teacher expectation and pupil’s intellectual development. Carmarthen, UK: Crown House. Schmoker, M.J. (2004). Tipping point: From feckless reform to substantive instructional improvement. Phi Delta Kappan, 85(6). 424-432. Sorcher, M., & Brant, J. (2002, February). Are you picking the right leaders? Harvard Business Review, pp. 78-85. Stiggins, R. J. (2000). Student-involved classroom assessment (3rd ed.). Upper Saddle River, NJ: Prentice Hall. Stiggins, R. J., Arter, J., Chappuis, J., & Chappuis, S. (2004). Classroom assessment for student learning: Doing it right, using it well. Portland, OR: Assessment Training Institute. Tichy, N. M. (1997). The leadership engine: How winning companies build leaders at every level. New York: HarperCollins. White, S. (2005a). Beyond the numbers: Making data work for teachers & school leaders. Englewood, CO: Advanced Learning Press.
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White, S. (2005b). Show me the proof! Tools and strategies to make data work for you. Englewood, CO: Advanced Learning Press. Wiggins, G. P. (1998). Educative assessment: Designing assessments to inform and improve student performance. San Francisco: Jossey-Bass. Wiggins, G. P., & McTighe, J. (2005). Understanding by design. Alexandria, VA: Association for Supervision and Curriculum Development.
High Effect Size Indicators
Student learning needs and faculty and leadership development needs will vary from school to school and from district to district. However, contemporary research reveals a core of instructional and leadership strategies that have a higher probability than most of positively impacting student learning in significant ways.
Research on the cause and effect relationships between instructional and leadership strategies and student outcomes address the effect size of a strategy: What degree of impact does it have?
In the content of district instructional and leadership evaluation systems, effect size is a statistical estimation of the influence a strategy or practice has on student learning. Effect size calculations result from statistical analyses in research focused on student learning where the correct and appropriate use of a strategy yields better student learning growth than when the strategy is not used or is used incorrectly or inappropriately.
In research terms, those strategies often identified as “high effect size” are those with higher probabilities of improving student learning.
Classroom teachers need a repertoire of strategies with a positive effect size so that what they are able to do instructionally, after adapting to classroom conditions, has a reasonable chance of getting positive results. As school leaders and mentor teachers begin to focus on feedback to colleagues to improve proficiency on practices that improve student learning growth, emphasis should be on those strategies which have a high effect size. Where every Florida classroom teacher and school leader has a core repertoire of highly effective practices, progress on student learning is accelerated. The Florida Department of Education’s identified set of indicators on high effect size instructional and leadership strategies with a causal relationship to student learning growth constitute priority issues for deliberate practice and faculty development. Classroom Teacher High Effect Indicators
Learning Goal with Scales: The teacher provides students with clearly stated learning goals accompanied by a scale or rubric that describes levels of performance relative to the learning goal.
Tracking Student Progress: The teacher facilitates the tracking of student progress on learning goals using a formative approach to assessment.
Established content Standards: The teacher ensures that lesson and unit plans are aligned with established state content standards identified by the district and the manner in which that content should be sequenced.
Multi-tiered System of Supports: The teacher provides a learning environment with multiple tiers of support to meet individual needs and affect positive change.
Tracking Rate of Progress: The teacher’s implementation of a multi-tiered system of supports (MTSS) routinely collects, analyzes, and uses on-going progress monitoring data to evaluate student rate of progress aligned with behavioral and grade-level academic standards.
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Clear Goals: The teacher identifies a lesson or part of a lesson as involving important information to which students should pay particular attention.
Text Complexity: The teacher engages students in reading strategies with “complex enough” text to cognitively challenge students and embeds close reading and rereading of complex text into instructional processes as a routine event.
ESOL Students: The teacher provides instruction to ESOL students on the development of the English language learners’ ability to produce and respond to spoken and written English texts, from pronunciation and formation of individual sounds and letters, through word and sentence level, to patterns of text structure utilizing the appropriate ESOL teaching strategies.
School Leadership High Effect Indicators
Feedback Practices: The school leader monitors, evaluates proficiency, and provides timely feedback to faculty on the effectiveness of instruction on priority instructional goals, and the cause and effect relationships between professional practice and student achievement on those goals.
Facilitating Professional Learning: The school leader manages the organization, operations, and facilities to provide the faculty with quality resources and time for professional learning, and engages faculty in effective individual and collaborative learning on priority professional goals throughout the school year.
Clear Goals and Expectations: The school leader communicates goals and expectations clearly and concisely using Florida’s common language of instruction and appropriate written and oral skills, communicates student expectations and performance information to students, parents, and community, and ensures faculty receives timely information about student learning requirements, academic standards, and all other local, state, and federal administrative requirements and decisions.
Instructional Resources: The school leader maximizes the impact of school personnel and fiscal and facility resources to provide recurring systemic support for instructional priorities and a supportive learning environment.
High Effect Size Strategies: The school leader takes actions to ensure that instructional personnel receive recurring feedback on their proficiency in high effect size instructional strategies.
Instructional Initiatives: District-supported state initiatives focused on student growth are supported by the school leader with specific and observable actions including monitoring of implementation and measurement of progress toward initiative goals and professional learning to improve faculty capacity to implement initiatives.
The following indicators relate to leadership focused on specific instructional improvement initiatives:
Monitoring Text Complexity: The school leader monitors teacher implementation of reading strategies with cognitively challenging text and embedding of close reading and rereading of complex test into instructional processes as a routine event. (Reading)
Interventions: The school leader routinely uses teacher-collected student response data to determine effectiveness of instruction and interventions school-wide, grade-wide, class-wide, and specific to student sub-groups. (MTSS)
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Instructional Adaptations: The school leader routinely engages teachers collaboratively in a structured data-based planning and problem-solving process in order to modify instruction and interventions for accelerated student progress and to monitor and evaluate the effect of those modifications. (MTSS)
ESOL Strategies: The school leader monitors the school and classrooms for comprehensible instruction delivered to ESOL students and the utilization of ESOL teaching strategies appropriate to the students in the class. (ESOL)
Learning Focused Strategies Equivalent To Florida’s Classroom High Effect Indicators
Learning Focused Strategies is the equivalent of Florida’s Classroom High Effect Indicators. Since 2007, the Sumter School District has been immersed in training, supporting, and implementing Learning Focused Strategies consistently and pervasively in all schools, across all levels, and in every classroom. Using the strategies daily is engrained as a way of work for all teachers and administrators, and the culture in every school. The district trains all new teachers in four (4) days of Learning Focused Strategies, provides refreshers for those already trained, and adds new training selections as the district moves forward in this initiative. The strategies are incorporated in the teacher evaluation instrument based on the Charlotte Danielson rubric as observable elements in Domains 2 and 3 and items of conversation to substantiate Domain 1. An additional instrument used in the district as another measure of teacher performance is the classroom walkthrough document based solely on the demonstration of Learning Focused Strategies. The Sumter School District provides the following research upon which Learning Focused Strategies is based and a summary of how training unfolded in the district for teachers and administrators to implement the strategies with fidelity.
DR. MAX THOMPSON’S BACKGROUND Dr. Max Thompson has been a teacher for ten years (kindergarten, PK deaf and blind, Severely Emotionally Disturbed). He has also been an elementary, middle, and high school principal. Since 1995, he has been part of a consortium connected with Harvard University and Stanford University that works with turnaround schools. He is one of 41 lead investigators who work with 300 evaluators. He personally has a 29 person data evaluation team funded by the United States Department of Education and the Bill and Melinda Gates Foundation.
The consortium evaluates schools 900-1300 schools a year in 12 different countries. One half of the schools are typical and one half are exemplary at 90% proficiency on state tests with 90% of their subgroups at proficiency. One half of the schools are typical with hard working administrators and teachers. In spite of this, student achievement goes down. The consortium looks in depth at schools that work hard but can’t move because there are similar schools across the county that have made significant strides in successful upward movement of student performance. The consortium pays these schools to allow the investigators to shadow students and determine strategies that work. Because states who have taken over schools don’t have the skills or knowledge to move students, they have contracted with the consortium to take charge of such schools. He has been contracted for 42 schools in the U.S. and Canada for takeover reforms. Dr. Thompson himself evaluates 9-10 schools a year in Italy and is currently the principal of record for 5 schools in Italy. He has placed his own, well-trained principals on site to implement a successful model for turnaround. Dr. Thompson visits the schools in Italy 2-3 days a month in the first year and 1 day a month in the second year. During the second year, a new principal is hired to serve the school and transition to independence from the consortium in the
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third year. This process may take an extra year for secondary schools. He invests $350,000-$900,000 of his own money up front in each school and does not reap any payment until after the third year when the school has proven it can sustain itself on its own at an achievement level of 85% or better. He has been in thousands of classrooms and turned around over 60 failing schools with a 100% success rate. These findings are not research-based, but instead exemplary practice based. Of five companies in the nation, Dr. Thompson’s, Learning Focused Solutions is ranked number 3 in the United States, and number 1 in Europe and the Caribbean for his research-based and evidence-based turnaround model. The ranking is determined by how many schools reach 85-90% proficiency in 2 years for elementary and 3 years for middle schools.
LEARNING FOCUSED SCHOOLS MODEL RESEARCH
References: Initial Model
Anderson, J.C., & Freebody, P. (1981). “Vocabulary Knowledge”. In J.T. Guthrie (Ed.) Comprehension and Teaching (pp77-117). Newark, DE: IRA.
Cawelti, G. (1999). Improving achievement. The American School Board Journal, July, 34-37.
Closing the Achievement Gaps in Urban Schools: A Survey of Academic Progress and Promising Practices in the Great City Schools. (1999). Available at http://www.cgcs.org.
The College Board. (1999). Reaching the Top: A Report of the National Task Force on Minority Achievement. Available at http://www.collegeboard.org.
Dispelling the Myth: High Poverty Schools Exceeding Expectations. (1999). Washington, DC: Education Trust and the Council of Chief State School Officers. Available at http://edtrust.org/pubs-online.html.
Education Week Series on Minority Achievement. (2000). Available at http:/www.edweek.com.
* Unmet Promise: Raising Minority Achievement (March 15, 2000).
* Lags in Minority Achievement Defy Traditional Expectations (March 22, 2000).
* Minority Gaps Smaller in Some Pentagon Schools (March 29, 2000).
* Lifting Minority Achievement: Complex Answers (April5, 2000).
Elmore, R., & McLaughlin, M. (1998). Steady work: Policy, practice, and the reform of American education (Paper presented to the National Institute of Education.) Santa Monica, CA.: Rand.
Elmore, R. & Rothman, R. (1999). Testing, teaching, and learning: A guide for states and districts. Washington, DC: National Research Council of National Academy Press.
Fullan, M. (1993). Change forces: Probing the depths of educational reform. London: Falmer Press.
Fullan, M. (1999). Change forces: The sequel. London: Falmer Press.
Fullan, M. (1992). Getting reform right: What works and what doesn’t. Phi Delta Kappan, 73(10), 744-752.
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Herman, R. & Stringfield, S. (1997). Ten promising programs for educating all children: Evidence of impact. Arlington, VA: Education Research Service. Available at http://www.ers.org.
Institute for the Education of At-Risk Youth (1999). Practice in exemplary schools: What did they do and how did they get there? Washington, DC: US Government Printing Office.
Jencks, C. & Phillips, M. (1998). The black-white test score gap. Washington, DC: Brookings Institution.
Johnson, J. & Asera, R. (1999). Hope for urban education: A study of nine high-performing, high poverty, urban elementary schools. Available at www.ed.gov/pubs/edpubs.html.
Marzano, R.J., & Kendall, J. (1999). “The Critical Role of Vocabulary: The Extensive Curriculum”. In Marzano, R.J. & Kendall, J. Essential Knowledge (pp. 141-170). Aurora, CO: McREL.
Marzano, R., Zeno, B., & Pollack, J. (1999). Research into practice: Assessment, grading, and record keeping in the classroom. Aurora, CO: McREL.
McKeown, M.G. & Curtis, M.E. (1987). The Nature of Vocabulary Instruction. Hillsdale, NJ: Erlbaum & Associates.
National Commission on Time and Learning, (1994). Prisoners of time. Washington, DC: US Government Printing Office.
Northwest Regional Educational Laboratory, (1997).
Closing the Achievement Gap Requires Multiple Solutions. Available at http://www.nwrel.org/cnorse/infoline/may97/article5.html. http://www.testdoctor.com.Reeves, D.B. (2000).
Accountability in Action: A Blueprint for Leaning Organizations, Denver, CO: Academic Learning Centers Inc. (1- 800-844-6599).
Reyes, P., Scribner, J.D., & Scribner, A.P. (1999). Lessons from high performing Hispanic schools. New York: Teachers College Press.
Schmoker, M. (2000). Results: The key to school improvement, 2nd edition. Alexandria, VA: ASCD.
Stahl, S.A. & Fairbanks, M.M. (1986). “The Effects of Vocabulary Instruction: A Model-Based Meta-Analysis”. Review of Educational Research, 56(1), 72-110.
Urgency, Responsibility, Efficacy: Preliminary Findings of A Study of High-Performing Texas School Districts. (1999).
Charles Dana Center, University of Texas at Austin. Available at http://www.starcenter.org/promise/main.htm#research. Wolk, R. (1998).
Strategies for fixing failing schools. The Pew Forum on Educational Reform. New York: The Pew Charitable Trusts.
Learning-Focused Research
For over twenty years, the Learning-Focused Model has continued to improve with the latest educational, brain, learning style, and instructional practices research. Additionally, the research of Robert Marzano, MCREL,
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Douglas Reeves, the Pew Educational Forum projects, and the US DOE Evaluation Consortium has provided the basis for the model updates over the past ten years.
Robert Marzano and the USDOE have provided us with an extensive research base for instructional practices:
Strategies That Most Impact Achievement
Rank Strategy Effect Size Percentile Gain
1 Extending Thinking Strategies 1.61 45
2 Summarizing 1.00 34
3 Vocabulary In Context .85 33
4 Advance Organizers .73 28
5 Non-Verbal Representations .65 25
Douglas Reeves and The Leadership and Learning Center (http://www.leadandlearn.com/90-90-90) conducted extensive research on practices that 90/90/90 (exemplary) schools implement on a consistent and pervasive basis that typical schools do not.
Studies presented in Educational Leadership (ASCD) in the 1990s started the Learning-Focused commitment to making connections between all of the strategies and practices stated above in order to achieve maximum effectiveness on student achievement in a planning framework.
Instructional strategies research provided educators with a list of the instructional strategies most effective in student learning and achievement. Layered above all of these strategies is how and when teachers apply them in lessons, along with how the strategies are sequenced and connected. The focus of teacher planning should not be simply to choose which strategy to use in a particular lesson or unit, but to connect and sequence strategies across lessons and units to generate achievement gains well above teachers who randomly choose strategies. These research-based strategies shape the base of the Learning-Focused lesson and unit planning model. Strategies 2-3-4-5 from the above chart are in every Learning-Focused acquisition lesson, and the first strategy, extending thinking skills, occurs 2-5 times in every Learning-Focused unit.
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SUMTER COUNTY SCHOOL LEADERSHIP DEVELOPMENT PROGRAM
SUPPORT TEAM MEETING VERIFICATION – PORTFOLIO PHASE
SUPPORT TEAM MEETING VERIFICATION
PARTICIPANTS W
ork
site
Ori
enta
tio
n
Pla
nn
ing
Rev
iew
Rev
iew
Yea
r 1
- P
ort
folio
Rev
iew
Rev
iew
Rev
iew
Yea
r 2
- P
ort
folio
Rev
iew
Extr
a
Extr
a
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SUMTER COUNTY SCHOOL DISTRICT - PORTFOLIO PHASE PARTICIPANT SUPPORT TEAM MEMBERS AND QUALIFICATIONS
Supervising Principal: SY
Work Site:
Area(s) of Certification:
Earned successful experience related to participant’s proposed field experiences. Yes No
Past Administrative Positions & Setting Years of Experience Successful Evaluation
Yes No
Yes No
Yes No Supervising District Administrator: SY
Work Site:
Area(s) of Certification:
Past Administrative Positions Held Years of Experience Successful Evaluation
Yes No
Yes No
Yes No Adm. of Professional Development: SY
Work Site:
Area(s) of Certification:
Past Administrative Positions Held Years of Experience Successful Evaluation
Yes No
Yes No
Yes No
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SUMTER COUNTY SCHOOL DISTRICT LEADERSHIP DEVELOPMENT PROGRAM
NEEDS ASSESSMENT SUMMARY – PORTFOLIO PHASE
Administrative Trainee: Date: _________
Work Site:
Support Team:
Note: Support team marks rating on standard and establishes professional development plan.
Florida Principal Leadership Standards
Rating: Mastery Non-Mastery Entry Level 1 Student Learning Results
2 Student Learning as a Priority
3 Instructional Implementation Plan
4 Faculty Development
5 Learning Environment
6 Decision Making
7 Leadership Development
8 School Management
9 Communication
10 Professional and Ethical Behaviors
Professional Development Plan Recommendations:
1. Five field experiences documented per standard to include observation by each support team member each semester.
2. Professional development required selections
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SUMTER COUNTY SCHOOL DISTRICT LEADERSHIP DEVELOPMENT PROGRAM - PORTFOLIO PHASE
LEADERSHIP STANDARDS CUSTOMIZED LEARNING – NARRATIVE LOG
Participant: Date: ___Work Site:
Reference to Florida Principal Leadership Standard
Objective of Activity:
Content of Activity (Label and describe situation, task, action, result.):
Review Date:
Assessment: Mastery Non Mastery: (explain)
Program Participant:
District Administrator of Professional Development:
Other Administrator:
Peer Principal/Administrator:
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SUMTER COUNTY SCHOOL DISTRICT LEADERSHIP DEVELOPMENT PROGRAM - PORTFOLIO PHASE
LEADERSHIP STANDARDS CUSTOMIZED LEARNING – OBSERVATION LOG
Participant: Date: Work Site:
Observer: Place of Observation:
Florida Principal Leadership Standard(s)
Objective of Activity Observed:
Content of Observation (Label and describe situation, task, action, result.):
Review Date:
Assessment: Mastery Non Mastery: (explain)
Program Participant:
District Administrator of Professional Development:
Other Administrator:
Peer Principal/Administrator:
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SUMTER COUNTY SCHOOL DISTRICT LEADERSHIP DEVELOPMENT PROGRAM
TIME LOG – PORTFOLIO PHASE
The time log is to be used in documenting major projects undertaken beyond the workday. Examples may include after school programs, school improvement planning, parent involvement activities, and others similar in nature.
Participant: Date: Worksite: ___________________
DATE TIME SPENT DESCRIPTION OF THE TASK
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SDPDC-009b 8/07
SUMTER COUNTY SCHOOL BOARD VERIFICATION OF PARTICIPATION IN PROFESSIONAL DEVELOPMENT AND CONFERENCES
Name EMPLOYEE ID #
School/Position
Type and Title of Meeting
Date(s) of Meeting
Place of Meeting
Number of Hours of Actual Participation in Conference / Meeting
List School Improvement Plan / Individual Professional Plan objectives to be met by this activity.
What positive benefit did you receive from attending/ participating in this meeting/conference that will
serve to increase your effectiveness in improving student achievement?
Signed
Participant Date
Approved Date District Administrator of Professional Development/Designee
Complete this form after attending meeting/conference. Return to the professional
development department with agenda/certificate and verification form to receive MIP points.
Posted By: Date: Comp.#
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SUMTER COUNTY SCHOOL DISTRICT LEADERSHIP DEVELOPMENT PROGRAM
MEETING ATTENDANCE – PORTFOLIO PHASE
Administrative Trainee Work Site
Make Sure Agendas are attached with Student Names Deleted
MEETING ATTENDANCE YEAR 1
DATE DATE
2 school board meetings
2 school improvement meetings, not your own school’s
1 curriculum council meeting
1 professional development council meeting
1 bargaining meeting if possible
1 expulsion hearing
1 principals’ meeting
MEETING ATTENDANCE YEAR 1 or 2
DATE DATE
2 school board meetings
2 school improvement meetings, not your own school’s
1 curriculum council meeting
1 professional development council meeting
1 bargaining meeting if possible
1 expulsion hearing
1 principal’s meeting
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SUMTER COUNTY SCHOOL DISTRICT LEADERSHIP DEVELOPMENT PROGRAM YEAR-END DOCUMENTATION CHECKLIST – PORTFOLIO PHASE
(IF APPLICABLE)
YEAR 1 YEAR 2
_______ Leadership Skills Inventory
________ Customized Learning – Narratives (total 38)
(6) (6)
(2) (2)
(1) (1)
(2) (2)
(1) (1)
(1) (1)
(1) (1)
(1) (1)
Customized Learning - Observation Logs (total 12)
School Board Meetings (total 4)
Principals' Meetings (total 2) School Improvement Plan Hearing Meetings (total 4)
Curriculum Council Meetings (total 2)
Professional Development Council Meetings (total 2)
Bargaining Meetings if Possible (total 2)
Expulsion Hearings (total 2)
_____ Professional Development
_____ Internship Assignment if Applicable - Add Site and Dates From and To
Leadership Appraisal Matrix for Principals
Program Satisfaction Survey
Successful Completion Certificate for Sumter School District Leadership Development Program
Copies of all program forms are inserted in the portfolio. The participant is responsible for maintaining the portfolio and submitting the completed portfolio to the Director of Human Resource Development at the end of the cycle.
SECOND YEAR PARTICIPANTS ONLY: A meeting between the participant and district administrator of professional development will be scheduled to review the status of the portfolio submitted. The participant should call concerning questions.
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SUMTER COUNTY SCHOOL DISTRICT Leadership Development Program
Annual Satisfaction Survey - “Portfolio” Phase Participant
Aspiring Educational Administrator School
Circle Year of Participation in Aspiring Educational Administrator Program Yr. 1 Y r . 2
Your assistance in completing this survey will be helpful in making program adjustments related to program curriculum and /or expected outcomes
1 Strongly
Agree
2 Agree
3 Not Sure
4 Disagree
5 Strongly Disagree
1. The orientation meeting was beneficial in helping me understand the scope of the Aspiring Educational Administrator program.
2. The planning meeting was beneficial in helping me understand the scope of the Aspiring Educational Administrator program.
3. The portfolio has provided the needed direction to understand my obligations related to meeting program requirements at the end of each year.
4. I have had multiple opportunities to demonstrate an acceptable level of competence in field experiences which reflect the Florida Principal Leadership Standards.
5. I have had multiple opportunities for professional development that allowed me to demonstrate mastery of the Florida Principal Leadership Standards.
6. My support team has provided nurturing necessary to progress through the Aspiring Educational Administrator program.
7. I have learned to use the professional development tools provided – asapportal.com , William Cecil Golden, principalportal.net, district based
8. The field experiences have made me feel more confident in my leadership abilities.
9. Materials and resources have been readily available to me.
10. I have received the guidance I needed from my supervising principal.
11. Through semi-annual review meetings, my support team actively monitors my efforts and progress as represented in my portfolio.
12. Support team members observe me regularly. 13. Through this program, I have been able to build valuable relationships that strengthen my leadership abilities.
14. As apply, practice, and reflect on the Florida Principal Leadership Standards, I am finding them to be of greater value to me.
15. Because of knowledge and experience gained through this program, I am able to make administrative decisions more and more on my own.
I would like to have more help with the following:
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SUMTER COUNTY SCHOOL DISTRICT Leadership Development Program
Annual Satisfaction Survey – “Developing” Phase Participant
Developing Phase Participant _School
Circle Current Year of Participation in Leadership Development Program - Yr. 3 4 5 6
That you for your assistance in completing this survey that will be helpful in making adjustments related to curriculum and /or expected outcomes of the Aspiring Educational Administrator program
1 Strongly
Agree
2 Agree
3 Not Sure
4 Disagree
5 Strongly Disagree
1. I continue to work diligently to improve my leadership abilities.
2. The portfolio phase helped me prepare more confidently for leadership independence more characteristic of the developing phase.
3. I continue to have opportunities to demonstrate an acceptable level of competence in field experiences which reflect the Florida Principal Leadership Standards.
4. I continue to have opportunities for professional development that allow me to demonstrate mastery of the Florida Principal Leadership Standards.
5. I continue to use the online professional development tools provided through the William Cecil Golden School Leadership Development Program
6. The more field experience opportunities afforded me, the more confident I become in my leadership abilities.
7. Materials and resources have been readily available to me.
8. I have received the guidance I needed from my supervising principal or other administrator
9. I have widened my circle of collaboration from former support team members to a wider circle of administrative personnel
10. In the developing phase, my efforts and progress are being monitored.
11. I am observed in leadership activities by a supervising administrator
12. Through this program, I have been able to build valuable relationships that strengthen my leadership abilities.
13. Field experiences have allowed me to apply, practice, and reflect on the Florida Principal Leadership Standards.
14. Because of knowledge and experience gained through this program, I am able to make sound administrative decisions on my own.
15. My mid-year reviews and end-of-year evaluations indicate that I am continuing to grow in the leadership goals cooperatively established for me and scoring rubric outcomes that are collaboratively determined.
I would like to have more help with the following:
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SUMTER COUNTY SCHOOL DISTRICT Leadership Development Program
Annual Administrator’s Survey as a Support Team Member
Support Team Member: _Position
Thank you for your assistance in completing this survey that will be helpful in making adjustments to Sumter’s Aspiring Educational Administrator program.
1 Strongly
Agree
2 Agree
3 Not Sure
4 Disagree
5 Strongly Disagree
1. An orientation meeting provided at the outset of the Aspiring Educational Administrator program has helped new inductees recognize expectations and obligations of participating.
2. The planning meeting was beneficial in helping the support team members understand the scope of the Aspiring Educational Administrator program and support team responsibilities.
3. The portfolio has provided the needed direction to help the participant understand obligations related to meeting annual program requirements.
4. There have been multiple opportunities provided for the participant to demonstrate an acceptable level of competence in field experiences which reflect the Florida Principal Leadership Standards.
5. The participant had multiple opportunities for professional development that allowed demonstration of mastery of the Florida Principal Leadership Standards.
6. The support team has provided nurturing necessary for the participant to progress through the Aspiring Educational Administrator program.
7. Besides field experiences and professional development, there are multiple tools provided to the participant for leadership growth.
8. The field experiences have helped the participant develop confidence in leadership abilities.
9. Materials and resources have been readily available to the participant.
10. As a support team member, I have provided direction and assistance as applicable and needed by the participant.
11. Through semi-annual review meetings, the support team actively monitors efforts and progress as represented in the participant’s portfolio.
12. Support team members observe the participant regularly.
13. Through this program, the participant has been able to build valuable relationships that strengthen leadership abilities.
14. The participant’s ability to apply, practice, and reflect on the Florida Principal Leadership Standards is sufficiently evidenced by the project entries in the portfolio.
15. Because of knowledge and experience gained through this program, the participant is able to make administrative decisions more and more independently.
List suggestions to improve program quality.
162
SUMTER COUNTY SCHOOL DISTRICT Leadership Development Program
Annual Administrator’s Survey as a New Principal
New Principal _Position (First two years after district completion of Aspiring Educational Administrator program)
Thank you for your assistance in completing this survey that will be helpful in making adjustments related to Sumter’s Leadership Development Program
1 Strongly
Agree
2 Agree
3 Not Sure
4 Disagree
5 Strongly Disagree
1. I continue to work diligently to improve my leadership abilities.
2. The portfolio phase and/or developing phase have helped me prepare more confidently for leadership independence.
3. I continue to have opportunities to demonstrate an acceptable level of competence in field experiences which reflect the Florida Principal Leadership Standards.
4. I continue to have opportunities for professional development that allow me to demonstrate mastery of the Florida Principal Leadership Standards.
5. I continue to use the online professional development tools provided through the William Cecil Golden School Leadership Development Program
6. My understanding of the scope of instructional leadership, operational leadership, and school leadership are continuing to develop with experience as a new principal.
7. Materials and resources have been readily available to me.
8. I have received the guidance I needed from a supervising administrator serving as a mentor.
9. I have broadened collaboration from former support team members to a wider circle of administrative personnel
10. My efforts and progress are still being monitored. 11. I am observed in leadership activities by a supervising administrator
12. I continue to build valuable relationships that strengthen my leadership abilities.
13. My understanding and value of the Florida Principal Leadership Standards is reflected in my daily decisions.
14. Because of knowledge and experience gained through the aspiring educational administrator program, I am able to make sound administrative decisions on my own.
15. My mid-year reviews and end-of-year evaluations indicate that I am continuing to grow in the leadership goals cooperatively established for me and scoring rubric outcomes that are collaboratively determined.
List suggestions to improve program quality.
163
SUMTER COUNTY SCHOOL LEADERSHIP DEVELOPMENT PROGRAM CHECKLIST Portfolio Phase Participant ___________________________ Date __________________ Program Beginning Date ___________________ Ending Date_ ________ District Administrator of Professional Development _____________________________________ ________
164
165
166
Sumter School District
Leadership Development Program – Portfolio Phase
Successful Completion Form
Program Candidate: __________________________________ Worksite: ______________________________
Program Start Date: __________________________Program Completion Date: ________________________
All Expectations of the Leadership Development Program _____________Met ______________Not Met
Describe any Deviations from Expectations Below:
Recommendation:
All Florida Principal Leadership Standards Successfully Demonstrated _______Mastery _______Non Mastery
Recommend Leadership Development Program Completion: _____________Yes _____________No
Recommend Level II School Principal Certification: _____________Yes _____________No
Support Team Signatures:
Supervising Principal: ________________________________________
District Staff Supervising Member: ________________________________________
Director, HR: ________________________________________
Institution of Higher learning Signature:
Name: __________________________________Signature: __________________________________________
Title: __________________________________ Institution: __________________________________________
Date: __________________________________
