SCHOOL ADMINISTRATOR EVALUATION SYSTEM RUBRIC ONLY 15-16

DRAFT Leadership Appraisal Matrix 2015-16 School Based Administrator Evaluation Rubric 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 Unsatisfactory (Leadership Potential) Unsatisfactory describes leaders who are Needs Improvement leaders are inadequate They not principals and assistant principals understand what is designated as demonstrating potential required for proficiency or but lacking sufficient proficiencies to have demonstrated improve student learning, instructional through their action and practice, and/or other responsibilities inaction that they choose They understand what is required for not to strive for success and are willing to work toward improvement The goal is that goal with coaching and support for to identify, define, and improved performance They have a document inadequate desire and personal motivation to make performance and make decisions necessary to become more necessary changes very effective leaders within a reasonable quickly time Developing is the designation reserved solely for candidates in the Leadership Development 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 Domain 1: 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 quality standards-based curricula and 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.a Highly Effective Effective Needs Unsatisfactory (System-wide Impact) (Local Impact) Improvement/Developing The school’s learning goals are In addition to “Effective” (Leadership Potential) based on the state’s adopted ●District curriculum and ●District curriculum and ●District curriculum and ●District curriculum and student academic standards instructional initiatives are instructional initiatives are instructional initiatives are instructional initiatives are and the district’s adopted implemented in all implemented in most implemented for “Basic not implemented curricula classrooms and classrooms classrooms Compliance.” are referenced as ●School Improvement Plan “exemplars” throughout strategies align with district district and state continuous ●The leader routinely improvement goals participates in articulation ●The link between standards with other schools to ensure and student performance is learning goals are aligned Kevident from the posting of 12 proficient student work throughout the building ●Each academic standard has been translated into studentaccessible language Domain 1: 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 quality standards-based curricula and 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.b Highly Effective Effective Needs Unsatisfactory (System-wide Impact) (Local Impact) Improvement/Developing Student learning results are In addition to “Effective” (Leadership Potential) evidenced by the student ●The leader has a consistent ●The leader hits the numbers, ●There is some evidence of ●Indifferent to the data, this performance and growth on record of improved student meeting performance goals improvement, but insufficient leader blames students, statewide assessments; achievement on multiple for student achievement evidence of changes in families, and external district-determined indicators of student success ●The average of the student leadership, teaching, and characteristics assessments that are ●Student success occurs not population improves, as does curriculum that will create the ●This leader does not believe implemented by the district only on the overall averages, the achievement of each improvements necessary to that student achievement can under Section 1008.22, F.S.; but also in each group of group of students who have achieve student performance improve international assessments; and historically disadvantaged previously been identified as goals ●This leader has not taken other indicators of student students needing improvement decisive action to change success adopted by the district ●In areas of previous time, teacher assignment, and state success, the leader curriculum, leadership aggressively identifies new practices, or other variables in challenges, moving proficient order to improve student performance to the achievement exemplary level ●Where new challenges emerge, the leader highlights the need, creates effective interventions, and reports improved results Domain 1: 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 quality standards-based curricula and evaluate, monitor, and provide feedback to staff on instructional delivery 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.a Highly Effective Effective Needs Unsatisfactory (System-wide Impact) (Local Impact) Improvement/Developing Enables faculty and staff to In addition to “Effective” (Leadership Potential) work as a system focused on ●The leader has a system in ●The leader expects faculty to ●The leader allows time to ●The leader does not allow student learning place for professional work collaboratively and collaborate but does not teachers time to collaborate learning communities that provides time and resources monitor quality of ●The leader does not require include expectations, for professional learning professional learning district initiatives schedules, and consistent communities community activities monitoring ●The leader requires faculty ●The leader implements ●The leader goes beyond to consistently and effectively district initiatives but accepts district initiatives to improve implement school and district compliance level student performance such as initiatives from class to class performance writing curriculum, creating additional formative assessments, and sharing best practices Domain 1: 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 quality standards-based curricula and evaluate, monitor, and provide feedback to staff on instructional delivery 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.b Highly Effective Effective Needs Unsatisfactory (System-wide Impact) (Local Impact) Improvement/Developing Maintains a school climate In addition to “Effective” (Leadership Potential) that supports student ●The vision, mission, and ●Classroom disruptions are ●Teachers participate in ●Collaborative learning engagement in learning strategic priorities of the kept to a minimum hands-on instruction with strategies are used for basic leader and the organization ●Master scheduling follow-up activities compliance or are not used at are visible, ingrained in the maximizes student learning ●Collaborative learning all culture of the organization, opportunities strategies are used in some ●Classrooms are not set-up to and routinely used as a ●Instruction is bell to bell classrooms enhance student learning and reference point for decisions ●Classrooms are set-up to ●Classrooms are not engagement ●Collaborative learning enhance student learning and consistently set-up to ●Technology is used primarily strategies are used in all engagement enhance student learning and for administrative tasks classrooms as a routine part ●Collaborative learning engagement Student access is limited of instruction strategies are used in most ●Technology is used for ●The majority of faculty ●Students regularly use classrooms internal tasks and members demonstrate limited technology to work with ●A majority of faculty attempt communication or no use of technology for peers to use technology for lesson ● Individual use by students lesson delivery ●All teachers use technology delivery, and regularly involve for research and internet effectively for lesson delivery students in the appropriate resources is available in a and facilitate students’ use of instructional centralized area appropriate use of technology ●Some faculty attempt to use instructional technology technology for lesson delivery and occasionally involve students in the appropriate use of instructional technology Domain 1: 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 quality standards-based curricula and evaluate, monitor, and provide feedback to staff on instructional delivery 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.c Highly Effective Effective Needs Unsatisfactory (System-wide Impact) (Local Impact) Improvement/Developing Generates high expectations In addition to “Effective” (Leadership Potential) for learning growth by all ♥With others throughout ♥The leader systematically ♥The leader inconsistently ♥The leader limits students the district, the leader shares acts on the belief that all acts on the belief that all opportunities for all students strategies that help put into students can learn at high students can learn at high to meet high expectations by action a belief that all levels by leading curriculum, levels by sometimes leading allowing or ignoring practices students can learn at high instruction, and assessment curriculum, instruction, and in curriculum, instruction, and levels by leading curriculum, that reflect and respect the assessment that reflect and assessment that are culturally, instruction, and assessment diversity of students and staff respect the diversity of racially, or ethnically that reflect and respect the ●The leader’s priorities are students and staff insensitive and/or diversity of students and evident through expenditures, ●The leader inconsistently inappropriate staff scheduling, professional utilizes resources without a ●The leader’s priorities are development and goals focused approach not evident ♥The leader’s monitoring ♥The leader’s monitoring ♥A process for monitoring is process generates a shared process is inconsistent not present vision with the faculty of high expectations for students and research-based instructional strategies in classrooms Domain 1: 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 quality standards-based curricula and evaluate, monitor, and provide feedback to staff on instructional delivery 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.d Highly Effective Effective Needs Unsatisfactory (System-wide Impact) (Local Impact) Improvement/Developing Engages faculty and staff in In addition to “Effective” (Leadership Potential) efforts to close learning ♥The leader has created a ♥Processes to minimize ♥Sub-groups within the ♥The leader does not identify performance gaps among self-regulating system based achievement gaps within all school and associated with nor implement strategies to student subgroups within the on data that guarantees impacted subs-groups are achievement gaps have been understand the causes of subschool regular and predictable employed for all sub-groups identified and some processes group achievement gaps success of all sub-groups, with positive trend lines are underway to understand ♥Under the leader’s even if conditions change showing reduction of gaps for root causes direction, no changes in from one year to another all subgroups ♥Some actions to minimize practices or processes have ♥Achievements gaps have the gaps have been been implemented that are been eliminated or implemented but either designed to address substantially minimized with not reach all sub-group achievement gaps trend lines consistently students or have inconsistent moving toward elimination of or minimal results such gaps Domain 2: 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.a Highly Effective Effective Needs Unsatisfactory (System-wide Impact) (Local Impact) Improvement/Developing Implements the Florida In addition to “Effective” (Leadership Potential) Educator Accomplished ♥The leader coaches others ●The leader monitors the ●The leader is able to identify ♥Monitoring is not focused Practices as described in Rule within the district to alignment of plans and some research-based on teacher proficiency in 6A-5.065, F.A.C., through a effectively employ the Florida classroom activities to strategies research-based strategies and common language of common language of research-based strategies ♥Has a limited capacity to the FEAPs instruction instruction in communicating and the FEAPs employ Florida’s common ♥Uses terms in the Florida school goals and expectations ♥The leader’s effectiveness language of instruction in common language of ♥The leader’s monitoring monitoring process provides aligning school goals and instruction incorrectly thus process generates a shared the leader and leadership expectations with district and misguiding others vision with the faculty of high team with a realistic state initiatives expectations for faculty overview of the current proficiency in the FEAPs, reality of faculty research-based instructional effectiveness on the FEAPs, strategies, and the indicators the indicators in the teacher in the teacher evaluation evaluation system, and system research-based instructional ● Research-based strategies strategies are shared frequently with ♥The leader Is proficient in faculty, other leaders and use of the Florida common throughout the district language of instruction to ●The leader is receptive to align school goals with innovative teaching strategies district and state initiatives and willing to facilitate new approaches to instruction Domain 2: 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 Unsatisfactory Indicator 2.3.b Highly Effective Effective Needs Engages in data analysis for instructional planning and improvement (System-wide Impact) In addition to “Effective” (Local Impact) Improvement/Developing (Leadership Potential) ●Use of data is reflected in all decisions, ranging from course and classroom assignments, to the discontinuation of programs, and matching highly qualified teachers to student needs ●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 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 ●The leader uses multiple data sources, including state and district assessments, and has at least three years of ●The leader uses multiple data sources, including state and district assessments, and has at least two years of data ●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 participates in data-driven decision- making seminars but demonstrates limited evidence of changes based on 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 ●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.” 10 Domain 3: Organizational Leadership This domain addresses proficiencies that impact the quality of a broad array of school operations The focus is applying these proficiencies to improve student achievement, instructional leadership, and professional conduct 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.d Highly Effective Effective Needs Unsatisfactory (System-wide Impact) (Local Impact) Improvement/Developing Is fiscally responsible and In addition to “Effective” (Leadership Potential) maximizes the impact of fiscal ●This leader regularly saves ●The leader is knowledgeable ●The leader sometimes ●The leader has little or no resources on instructional resources of time and money about the budgeting process, meets project deadlines, but record of keeping, priorities for the organization, and categories, and funding only at the expense of commitment for schedules, proactively redeploys those sources to maximize all breaking the budget; or meets and/or adherence to budgets resources to help the available dollars to achieve budget, but fails to meet ●The leader has no organization achieve its strategic priorities deadlines knowledge of or refuses to strategic priorities ●The leader has a ●The leader has little follow the rules of finance ● Results indicate the documented history of experience with or knowledge positive impact of managing complex projects, of the rules of finance redeployed resources in schedules, deadlines, and ●The leader manages the achieving strategic priorities budget commitments budget but does not tie ●The leader has established ●The leader documents a expenditures to instructional processes to leverage existing process to direct funds to priorities limited funds and increase increase student achievement capacity through grants, that is based on best donations, and community practices resources 40 Domain 3: Organizational Leadership This domain addresses proficiencies that impact the quality of a broad array of school operations The focus is applying these proficiencies to improve student achievement, instructional leadership, and professional conduct 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.a Highly Effective Effective Needs Unsatisfactory (System-wide Impact) (Local Impact) Improvement/Developing Actively listens to and learns In addition to “Effective” (Leadership Potential) from students, staff, parents, ●The leader models open ●Observations and ●The leader appears to listen ●The leader hears what other and community stakeholders communication documentation provided by to others, but often relies on say, but relies on personal ●The leader goes to the leader demonstrate that interpretation of events interpretation exceptional lengths to listen the leader listens well, seeks rather than seeking out ●The leader does not appear to students mutual understanding, and alternative perspectives and to communicate openly, ●The leader actively engages welcomes sharing of interpretation omitting key details and in “active listening” to the information attempting to resolve faculty and staff ●The leader knows student challenges without input or ●All stakeholders report names, regularly greets assistance confidence in their ability to students by name, and is gain a respectful hearing proactive in talking with and from the leader listening to students ●Faculty members regularly have the opportunity for oneto-one meetings with the leader 41 Domain 3: Organizational Leadership This domain addresses proficiencies that impact the quality of a broad array of school operations The focus is applying these proficiencies to improve student achievement, instructional leadership, and professional conduct 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.b Highly Effective Effective Needs Unsatisfactory (System-wide Impact) (Local Impact) Improvement/Developing Recognizes individuals for In addition to “Effective” (Leadership Potential) effective performance ●The leader balances ●The leader knows all staff ●Inconsistently recognizes ●Does not recognize individual recognition with members and makes an effort individuals for individuals for team and district-wide to recognize the personal and accomplishments accomplishments recognition individual contribution each ●The leader publicly one makes congratulates peers from ●The leader applies expected other schools for their forms of recognition such as achievements nominations for Teacher of ●The leader applies creative the Year and Essential forms of recognition Support Personnel of the Year 42 Domain 3: Organizational Leadership This domain addresses proficiencies that impact the quality of a broad array of school operations The focus is applying these proficiencies to improve student achievement, instructional leadership, and professional conduct 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.c Highly Effective Effective Needs Unsatisfactory (System-wide Impact) (Local Impact) Improvement/Developing Communicates student In addition to “Effective” (Leadership Potential) expectations and performance ●Reports of academic ●Expectations and goals are ♥Expectations and goals are ♥Expectations and goals information to students, achievement can be provided and communicated provided and communicated regarding student parents, and community produced at any time, and in a timely, comprehensible in a timely, comprehensible performance are not provided for students who require and actionable form regarding and actionable form regarding or are not communicated in a particular assistance, the student performance some student performance timely, comprehensible and frequency of academic ♥Utilizes a system of open ♥Designs a system of open actionable form achievement reporting is communication that provides communication that provides ♥The leader’s actions increased for the timely, responsible for the timely, responsible demonstrate a lack of ●The leader hosts a variety sharing of information with sharing of information to, understanding of the of parent involvement the school community using a from, and with the school importance of establishing activities designed to variety of formats in multiple community on goals and clear expectations, structures, communicate student ways through different media expectations, but it is rules, and procedures for expectations and in order to ensure inconsistently implemented students and staff performance information communication with all members of the school community ♥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 43 Domain 3: Organizational Leadership This domain addresses proficiencies that impact the quality of a broad array of school operations The focus is applying these proficiencies to improve student achievement, instructional leadership, and professional conduct 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.d Highly Effective Effective Needs Unsatisfactory (System-wide Impact) (Local Impact) Improvement/Developing Maintains high visibility at In addition to “Effective” (Leadership Potential) school and in the community ●The leader utilizes the ●The leader understands the ●The leader understands the ●The leader avoids public and regularly engages political nature of the effect of personal behavior effect of one’s behavior as a dialogue or appoints others to stakeholders in the work of the leadership position to and the impact of decisions leader and the impact of be the spokesperson school identify the various players in on other individuals, the decisions on other individuals, ●The leader does not know the environment and to culture, and the climate of the culture, and climate of the students, avoids student prioritize the source and school, and implements school but has yet to establish contact except where accuracy of information that procedures and strategies to procedures or implement leadership presence is is transmitted at the school represent the school and strategies to ensure that required, and retreats to the ●The leader works closely district in the best possible decisions routinely represent office during most occasions with community members to light the school and district in the where students are likely to establish ●The leader is particularly best possible light be present programs/partnerships in the visible at the beginning and ●The leader is visible, often ●Many students not know school for the benefit of the end of the school day and greets students by name, and the leader’s name or students during all other times when talks with students frequently recognize the leader on sight students are present ● The leader attends ●The leader does not reach ●The leader seeks community community events out to the community members/resources to assist the school in reaching goals 44 Domain 3: Organizational Leadership This domain addresses proficiencies that impact the quality of a broad array of school operations The focus is applying these proficiencies to improve student achievement, instructional leadership, and professional conduct 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.e Creates opportunities within the school to engage students, faculty, parents, and community stakeholders in constructive conversations about important school issues Highly Effective (System-wide Impact) In addition to “Effective” ●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 ●The leader’s calendar reflects numerous individual and small group meetings with staff at every level, not just with the direct reports ● Communication strategies may include focus groups, surveys, student advisory committees, and numerous one-to-one student conversations Effective (Local Impact) ●Faculty meetings include open, two-way discussions ●The leader has established an explicit process for engaging the public in both celebrations and discussion of controversial issues ●The leader has established an effective communication plan, communicates openly, and is receptive to ideas from a variety of sources and perspectives Needs Improvement/Developing (Leadership Potential) ●The leader typically limits listening to questions during faculty meetings Unsatisfactory ●Faculty meetings consist of the reading of announcements with little or no interaction 45 Domain 3: Organizational Leadership This domain addresses proficiencies that impact the quality of a broad array of school operations The focus is applying these proficiencies to improve student achievement, instructional leadership, and professional conduct 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.f Highly Effective Effective Needs Unsatisfactory (System-wide Impact) (Local Impact) Improvement/Developing Utilizes appropriate In addition to “Effective” (Leadership Potential) technologies for ●The school has a current ♥Utilizes a system of open ●The web page has been ●The web page is static, out communication and parent/student friendly communication that provides updated within the past 60 of date, or non-existent collaboration website with links to external for the timely, responsible days, with current school year ●The leader does not use resources sharing of information with information posted technological tools ●The leader and teachers use the school community using a ●The leader seldom uses technological tools for variety of formats in multiple technological tools beyond epersonal scheduling/task ways through different media mail management in order to ensure ●Teachers participate in communication with all online learning communities members of the school to share effective community instructional strategies with ●The school web page is up other educators to date with current school information ●The leader uses technological tools for personal scheduling/task management 46 Domain 3: Organizational Leadership This domain addresses proficiencies that impact the quality of a broad array of school operations The focus is applying these proficiencies to improve student achievement, instructional leadership, and professional conduct Standard 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.g Highly Effective Effective Needs Unsatisfactory (System-wide Impact) (Local Impact) Improvement/Developing Ensures faculty receives timely In addition to “Effective” (Leadership Potential) information about student ●Utilizes a system of open ♥Utilizes a system of open ●Utilizes a single system of ●Does not utilize a system of learning requirements, communication that is allcommunication that provides communication that provides communication academic standards, and all encompassing and a model for the timely, responsible some information for the other local state and federal for others sharing of information with school such as web page or administrative requirements the school community using a paper notices and decisions variety of formats in multiple ways through different media in order to ensure communication with all members of the school community ●The leader effectively communicates information from the district to the faculty 47 Domain 4: Professional and Ethical Behavior 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.a Highly Effective Effective Needs Unsatisfactory (System-wide Impact) (Local Impact) Improvement/Developing Adheres to the Code of Ethics In addition to “Effective” (Leadership Potential) and the Principles of ♥There is clear, convincing, ♥The leader's primary ♥The leader’s behaviors ♥The leader’s patterns of Professional Conduct for the and consistent evidence that professional concern is for the enable recurring behavior are inconsistent with Education Profession in the school leader abides by student and for the misunderstanding and the Code of Ethics, Rule 6BFlorida, pursuant to Rules 6Bthe spirit, as well as the development of the student's misperceptions about the 1.001, or disciplinary action 1.001 and 6B-1.006, F.A.C intent, of policies, laws, and potential Therefore, the leader’s conduct and ethics as has been initiated based on regulations that govern the leader acquires the expressed in the Code of violation of the Principles of school and the education knowledge and skills to Ethics of the Education Professional Conduct, Rule profession in the state of exercise the best professional Profession and Principles of 6B-1.006 Florida, and inspires others judgment and integrity Professional Conduct within the organization to ♥The leader demonstrates ♥The leader has only a abide by that same behavior the importance of general recollection of issues ♥The leader clearly maintaining the respect and addressed in the Code of demonstrates the confidence of his or her Ethics of the Education importance of maintaining colleagues, of students, of Profession and Principles of the respect and confidence parents, and of other Professional Conduct, and of his or her colleagues, of members of the community there is limited evidence that students, of parents, and of As a result the leader adheres the school leader abides by other members of the to the prescribed ethical the spirit, as well as the community, as a result the conduct intent, of policies, laws, and leader achieves and sustains regulations that govern the the highest degree of ethical school and the education conduct and serves as a profession in the state of model for others within the Florida district 48 Domain 4: Professional and Ethical Behavior 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.b Highly Effective Effective Needs Unsatisfactory (System-wide Impact) (Local Impact) Improvement/Developing Demonstrates resiliency by In addition to “Effective” (Leadership Potential) staying focused on the school ♥The leader builds resilience ♥The leader uses dissent to ●There is some evidence that ♥Dissent or dialogue about vision and reacting in colleagues and throughout inform final decisions, the leader tolerates dissent, the need for improvements is constructively to the barriers the organization by improve the quality of but very little of it in public absent due to a climate of to success that include habitually highlighting and decision-making, and broaden ♥The leader tolerates fear and intimidation and/or disagreement and dissent with praising “good mistakes” support for his or her final dissent, but there are minimal apathy leadership where risks were taken, decision to no systemic processes to mistakes were made, lessons ♥The leader bounces back enable revision of levels of were learned, and both the quickly from adversity while engagement, mental models, individual and organization remaining focused on the and/or misconceptions learned for the future vision of the organization ♥The leader encourages constructive dissent in which multiple voices are heard and final decision improved and more broadly supported 49 Domain 4: Professional and Ethical Behavior 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.c Highly Effective Effective Needs Unsatisfactory (System-wide Impact) (Local Impact) Improvement/Developing Demonstrates a commitment In addition to “Effective” (Leadership Potential) to the success of all students, ●The leader has created a ●The leader's primary ♥There are segments of the ♥The leader ignores or identifying barriers and their culture of support in which professional concern is for the school community whose subverts policy decisions or impact on the well-being of all stakeholders are student well-being and for the developmental needs are not initiatives focused on student the school, families, and local committed to the success development of the student's addressed, and leadership learning or faculty community and well-being of students full potential Therefore, the efforts to understand and development that are and willing to contribute leader works to acquire the address those needs are not unpopular or difficult time and resources toward resources needed to evident the development of the overcome barriers which are ♥The leader sometimes whole child beyond the control of the implements unpopular school, family, and policies unenthusiastically or community in a perfunctory manner 50 Domain 4: Professional and Ethical Behavior 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.d Highly Effective Effective Needs Unsatisfactory (System-wide Impact) (Local Impact) Improvement/Developing Engages in professional In addition to “Effective” (Leadership Potential) learning that improves ●The leader is frequently and ●The leader engages in ●The leader actively ●The leader generally has a professional practice in regularly an active professional development participates in professional fixed mindset and stopped alignment with the needs of participant in teacher-led that is directly linked to development, but it is acquiring new information the school system professional development, organizational needs reflective of a personal after completing graduate demonstrating with a ●The priority is given to agenda rather than the school and displays little or no commitment of time and building on personal strategic needs of the evidence of new learning or intellect that the leader is a leadership strengths organization sharing that learning with learner and is willing to learn ●The leader personally ●The leader attends colleagues from colleagues on a regular attends and actively professional development but ●This leader might introduce basis participates in the does not incorporate a professional development ●This leader approaches professional development strategies at the school level program, but quickly leaves every professional that is required of other to impact change the room, sending the signal development opportunity leaders in the organization to colleagues that “This really with a view toward ●The leader personally is not worth my time.” multidimensional impact participates in professional ●When the leader does ●Rather than merely development to demonstrate engage in personal adopting the strategies of a commitment to life-long professional development, it external professional learning is likely to be a national development, this leader conference selected for its creates specific adaptations location rather than its so that learning strategies content or the strategic become part of the culture of relationship to organizational the organization and are needs “home-grown” rather than externally generated ●The leader routinely shares 51 professional development opportunities with other schools, departments, districts, and organizations in order to build the professional knowledge opportunities of the entire community 52 Domain 4: Professional and Ethical Behavior 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.e Highly Effective Effective Needs Unsatisfactory (System-wide Impact) (Local Impact) Improvement/Developing Demonstrates willingness to In addition to “Effective” (Leadership Potential) admit error and learn from it ♥The leader offers frank ♥The leader admits failures ●There is some evidence of ♥The leader is unwilling to acknowledgement of prior quickly, honestly, and openly learning from mistakes acknowledge errors personal and organizational with the direct supervisor and ♥The leader is able to accept ♥When confronted with failures and clear suggestions immediate colleagues evidence of personal and evidence of mistakes, the for system-wide learning ♥Non-defensive attitude organizational failures or leader is defensive and resulting from those lessons exists in accepting feedback mistakes when offered by resistant to learning from and discussing errors and others, but does not initiate mistakes failures or support the evidence ♥There is evidence of gathering learning from past errors with defined structures and processes in place for eliciting input ♥The leader readily acknowledges personal and organizational failures and offers clear suggestions for personal learning 53 Domain 4: Professional and Ethical Behavior 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.f Highly Effective Effective Needs Unsatisfactory (System-wide Impact) (Local Impact) Improvement/Developing Demonstrates explicit In addition to “Effective” (Leadership Potential) improvement in specific ♥The influence of previous ♥Improvement needs noted ♥The leader is aware of ♥No evidence or reference to performance areas based on evaluations has a positive in the leader’s previous improvement needs noted in previous leadership previous evaluations and impact on the leader and on evaluations are explicitly previous evaluations, but has evaluations is present in the formative feedback the entire organization reflected in projects, tasks, not translated them into an leader’s choices of tasks and and priorities action plan priorities 54 .. .School Based Administrator Evaluation Rubric Highly Effective (System- wide Impact) In addition to “Effective” Highly effective... 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... FEAPs, strategies, and the indicators the indicators in the teacher in the teacher evaluation evaluation system, and system research-based instructional ● Research-based strategies strategies are