Tennessee Administrator Evaluation Rubric ( )

Transcription

1 Quality of Teacher Evaluation Indicator Accurately calibrates evidence to the rubric Gathers evidence thoroughly and efficiently Fully gathers evidence with significant attention to student outcomes before calibrating to the rubric Calibrates evidence to the rubric with attention to the spirit of the indicator, maintaining a high bar for excellence Gathers evidence appropriately during the classroom observation Balances evidence collection with equal focus on teacher actions and student reactions. Looks for preponderance of evidence that the action has been effective Calibrates evidence to the rubric appropriately Gathers insufficient or inappropriate evidence. Pays attention to teacher actions only without attention to student outcomes or incorporates evidence not evident in the given lesson in the scoring. Calibrates evidence to the rubric inappropriately with bias, regular inflation or regular deflation. 2. Effectively communicates the importance, intent and process of evaluation to educators. Uses the evaluation process to support school vision and student Clear evidence of staff-wide investment in evaluation process with focus on the intent of collective Teachers approach the rubric with deep understanding of the expectations it represents Evidence of school-wide culture of honest reflection and collaborative support focused on student Creates a culture of individual ownership for personal development and collegial support for Creates a clear plan to communicate the purpose, process and culture of evaluation to teachers Ensures teachers are clear on the expectations of the rubric and the resources available to define a clear expectations Effectively creates a culture that supports honest reflection and continuous Fails to communicate the components or intent of evaluation or communicates about evaluation as a compliance activity without connection to student Culture of evaluation reflects teacher fear and misunderstandings about the rubric or evaluation process 3. Provides accurate, high quality feedback to teachers about instructional practices. Provides all teachers with tailored feedback that leads to meaningful in effectiveness and student Delivers feedback effectively and efficiently, reflecting an understanding of the motivators and approach to best support for Provides teachers with specific feedback grounded in evidence against the rubric about areas of reinforcement and areas of refinement Delivers feedback clearly and concretely, making connections to how can strengthen student learning Delivers feedback that is vague, unconnected to the evidence of the lesson or unclear No attempt or superficial attempt made to provide resources for

2 Instructional Leadership that educator Connects the educator with multiple resources and individuals capable of supporting Follows up effectively over time to ensure ongoing focus and support for development Articulates clear actions the educator can take to improve practice (including, where appropriate, connecting the educator to other local educators with strength in those indicators) 4. Uses data to reflect on evaluation trends Develops nuanced understanding of the trends of evaluation data including analysis of subgroups of teachers evaluation data by domain, indicator and grade level and the relationship between those trends and past trends in student. Tailors professional development thoughtfully to the individual needs of teachers and subgroups of teachers based on data Reviews data regularly able to identify school trends by domain, indicator, teacher and grade level. Reflects on alignment with past valueadded and able to identify discrepancies and explain any reasons for misalignment If applicable to role, identifies trends in scores by evaluator for a given school/district and able to explain reasons for misalignment Cannot articulate trends in evaluation data or relationship with student. Does not review evaluation data or comes to unsupported conclusions based on data review 5. Performs the process of teacher evaluation with a fidelity Completes all required observations and conferences in accordance with guidelines for approved model Maintains accurate data Sets appropriate goals for each measure, where required Offers customized support and actionable feedback for educators 6. Vision and goals Sets clear and meaningful targets for in student achievement tailored to the specific needs of students and reflect thoughtful analysis of past performance. Goals are informed by analysis of cohort performance over time and deep commitment to a high bar for achievement for all students. Chooses multiple, appropriate metrics Completes all required observations and conferences in accordance with guidelines for approved model Maintains accurate data Sets appropriate goals for each measure, where required Sets clear and meaningful targets for in student achievement that reflect commitment to achievement for all students and a spirit of continuous. Chooses appropriate metrics and targets based on available data. Develops specific vision and goals for gap closure Observations and conferences are not in accordance with approved policy Data is inconsistent or inaccurate Sets inappropriate goals that do not reflect primary responsibility Does not set goals, sets goals that do not reflect appropriate stretch for students or sets goals that are disconnected from data Sets goals but does not meaningfully direct school activities toward the achievement of these goals.

3 with targets set based on thorough analysis of past trends. Gap closure: Continuously monitor all gaps and ensures appropriate measures are taken to address interventions and instructional decisions. 7. Assessment planning Develops a thoughtful plan for tracking progress across the year with dedicated dates for analysis of progress and a plan for educator engagement in data review. Backward plans targets to track towards short and long term goals Execute plan effectively and captures and analyzes data in a timely fashion Develop assessment plan for tracking indicators of progress across the year. Execute plan and effectively capture key data throughout the year. No plan for tracking indicators of progress across the year and/or Plan for tracking indicators of progress but inappropriately executed so unable to articulate sense of progress towards goals 8. Challenging content 9. Instructional delivery Plans opportunities for teachers to regularly deepen and expand understanding of student performance expectations in the content area Regularly reviews student work to inform personal sense of rigor of teacher expectations and challenges educators to increase expectations, where appropriate Ensures all students have access to challenging tasks and that plans allow for sufficient depth of attention to each task Thoughtfully monitors instructional deliver and reinforces strategies that will elicit and strengthen student thinking Maximizes instructional time with focus on areas of greatest need for Supports teachers to deepen understanding of academic content standards Ensures teachers spend instructional time appropriately on content standards and focus attention on the major work of the grade (reflecting the focus of common core state standards, where appropriate) Ensures student access to challenging tasks that require thinking at the expected depth of rigor (guided by common core state standards expectations where appropriate) Effectively monitors instructional delivery to ensure appropriate rigor Maximizes instructional time, designing schedule with focus on student needs. Makes ongoing decisions with attention to protecting Little attention paid to content standards or student performance expectations Infrequently checks alignment of instruction with stated content standards. Teachers regularly teach content not represented by the focus of the common core state standards, if applicable. Rare or little monitoring of rigor of instructional tasks. Evidence of frequent procedural or lower-level instruction. Little attention displayed to instructional delivery or instructional feedback does not support instructional strategies that will support student success Allows instructional time to be

4 Continuous Improvement 10. Modeling continuous 11. Data-driven decisionmaking 12. Professional learning support academic and attention to the key priorities of common core, where appropriate Makes ongoing decisions with commitment to protecting instructional time Customizing and differentiate instructional delivery plan for students with attention to gap closure targets Seeks constructive feedback and opportunities for self development based on honest assessment of strengths and weaknesses Thoughtful about how other perceive actions, comments and tone and the impact on student Takes actions that demonstrate ownership of professional learning. Demonstrates nuanced personal understanding of the key instructional shifts represented by common core state standards and the key actions that will be necessary to support student readiness Staff demonstrate thoughtful understanding of individual, gradelevel and school-wide data and have opportunity to contribute to and lead action planning based on data analysis School-team take individual and collective action aligned with structured data review that increase rate of student throughout the year Structures highly relevant professional learning opportunities. Matches professional development and learning with the individual needs of staff and instructional time Engages in professional learning to support personal vision for school excellence and leadership capacities Models honest reflection of areas of strength and areas for, informed by data where possible Takes action to improve areas of Takes appropriate action to develop understanding of changing student performance expectations with transition to common core Develops structures for staff to engage in regular, concrete review of data on student Develops capacity of staff to better analyze student data over time Makes timely changes to plans informed data to support student Matches educators with high-quality professional learning opportunities based on identified areas for reinforcement compromised by other interests. Rarely or superficially engages in professional learning Resists or superficially reflects on areas of strength and Displays little personal ownership or initiative to improve in areas for Overlooks or underestimates the instructional shifts of common core. Takes little initiative to develop understanding of the implications or expectations of the standards Little attention paid to teacher or school review of data or time dedicated to review of data but little evidence of impact on decisionmaking or student Staff display inconsistent understanding of performance data or engage in review of data without resulting in action Design of professional development lacks relevance, ongoing support or alignment to school data Little review of effectiveness of

5 Culture of Teaching and Learning learning styles of individuals Ensures professional learning is structured to be ongoing and coherent throughout the year Regularly connects teachers with areas for with local educators with strength in those indicators and provides opportunities for ongoing peer development Design of professional development is in line with best practice including ongoing support and follow-up, jobembedded connections and relevance to data Reviews effectiveness of professional learning based on data grounded ins student professional development 13. Culture Survey data indicates school-wide high expectations for students and investment in student and gapclosure Structures thoughtful process for supporting school-wide culture including honest reflection on areas for Takes actions that demonstrate effective of culture in desired areas across the year. 14. Stakeholder engagement 15. Communicatio ns Strategically invests stakeholders in appropriate roles to support school plans and culture Brings together key stakeholders to customize individual student supports Personally models consistently highquality, clear, inspiring written and spoken communications Systems and structures of communication effectively support consistent understanding of schoolwide communication Evidence that stakeholders are invested in communicated information Personally articulates high expectations for all students. Challenges others when they lower expectations for students. Evidence indicates educators feel comfortable, trusted and engage in productive collaboration with colleagues Regularly reflects on school culture and engages staff in difficult conversations about school culture, when needed. Creates processes for staff, students and families to collaborate in the work of increasing student Build purposeful coalitions of support among community constituencies to support student Personally models clear, concise and persuasive written and spoken communication Sets clear expectations for staff communication with constituents over time Develops systems and structures to support effective school-wide communication Inconsistently supports culture of high expectations. Survey data indicates educators have mixed opinions or frustration with school culture. Little reflection on or action taken to improve school culture. Little evidence of attempt to engage stakeholders or Ineffective attempt to engage stakeholders Little evidence of stakeholder engagement supporting student Personal written and spoken communication often contain grammatical errors or lack consistent clarity and concreteness Expectations are unclear or inconsistently understood Lacking structures for communication or structures are not implemented in a way that lead to consistent

6 Diversity Talent and Operations Management 16. Recruitment, hiring and staffing and messages Designs interview process to develop comprehensive picture of teacher potential (i.e. mini lesson, written exercises) Holds out to recruit and hire the best candidates. Evidence that stakeholders are clear on all relevant information and messages Actively recruits high-quality pool of candidates to ensure choices in hiring. Assesses candidates throughout the interview process, informed by data. Makes decisions about hiring based on what will be in the best interest of students. Assigns staff informed by data to maximize effectiveness understanding of school communications Little energy applied to recruitment or little attention paid to recruiting highquality candidates. Interview process lacks rigor or hiring decisions driven primarily by availability or factors other than student. Staffing assignments driven primarily by factors other than student. 17. Retention and leadership development Creates a work environment that encourages retention of highperforming staff members Identifies staff with strong leadership potential and actively encourages and supports leadership. 18. Budget Aligns expenditures to school priorities based on student goals Monitors expenditures overtime to maximize impact of investments and return-on-resource-investments 19. Operations Operating procedures maximize school efficiency and instructional time. 20. Inclusiveness Action taken that result in evidence of improved inclusiveness of decisionmaking or culture across the school. Makes decisions about staff retention based on student data Applies energy to retaining most effective staff members Builds a budget that aligns with school and system needs. Communicates effectively information about how the budget is developed. Monitors the budget throughout the year. Establishes set of standard operating procedures and routines that are understood and followed by staff Adheres to district and federal policy Interacts effectively with individuals of different backgrounds and perspectives Includes diverse staff members in relevant decision making Assesses the perception of fairness and takes actions to improve, where Little effort or energy applied to ensure retention of high-performing staff members Budget is misaligned with school priorities or ineffectively managed Does not establish effective operating procedures or establishes inefficient procedures or establishes procedures that are not understood or followed. Little attention paid to inclusiveness of decision-making / culture OR evidence of bias or exclusion.

7 Ethics 21. Staff diversity Successfully recruits diverse candidates to apply for all open positions. 22. Fairness and integrity Performs all professional responsibilities with integrity, fairness and focus on the best interest of students Develops capacity of educators to perform all professional responsibilities with integrity, fairness, and focus on the best interest of students needed Invests time and energy to cultivate a diverse pool of applicants for open positions Performs all professional responsibilities with integrity, fairness and focus on the best interest of students Little evidence of attention paid to diversity in recruitment initiatives Does not perform professional responsibilities with consistent integrity or fairness