Delaware Performance Appraisal System

Transcription

1 Delaware Perfrmance Appraisal System Building greater skills and knwledge fr educatrs DPAS-II Guide fr Administratrs (District Administratrs) Supervisr Rubric fr Evaluating District Administratrs Updated April 05

2 COMPONENT : VISION AND GOALS A. COMMUNICATES THE DISTRICT S VISION FOR HIGH STUDENT ACHIEVEMENT AND COLLEGE AND CAREER READINESS Cmmunicatins with schls and stakehlders cntradict r undermine the s visin Cmmunicates with schls and stakehlders, but messages are vaguely cnnected t the s visin Ensures that cmmunicatin t schls and ther stakehlders is clear and aligned with the s visin Develps department-specific cmmunicatin strategies that are explicitly aligned t the s visin and that are targeted t diverse stakehlder grups Rarely cmmunicates the s visin Cmmunicatin abut initiatives is ad hc and nt rganized arund the s visin Cmmunicates hw initiatives wrk tgether in supprt f the s visin Engages diverse stakehlders in cllabratively understanding initiatives that supprt the s visin Rarely demnstrates cnfidence in the ptential f all students and educatrs in the t perfrm at high levels Asserts belief that all students and educatrs in the can meet high expectatins Cnsistently mdels values, beliefs, and attitudes that reflect high expectatins fr all students and adults in the Builds a cmmitment t the s visin fr student success amng staff, schl leaders, educatrs, students, and families, including high expectatins fr all students B. DEVELOPS, MONITORS, AND ADJUSTS STRATEGIES TO MEET GOALS OF THE DISTRICT STRATEGIC PLAN Rarely has department specific gals r implementatin plans t meet changing cnditins in the Department-specific gals and implementatin plans are develped but are nt aligned t the s visin r strategic plan Sets clear and targeted department-specific gals and implementatin plans that are aligned t the s visin and strategic plan Adapts department-specific gals and implementatin plans based n stakehlder feedback and changing cnditins in the while maintaining alignment t the visin and strategic plan Rarely uses data t mnitr r adjust department strategies Uses sme data t mnitr implementatin f department strategies Uses multiple frms f data t mnitr and adjust implementatin f departmental strategies and prgress tward gals Develps ther staff s ability t analyze multiple frms f data t mnitr and adjust departmental strategies and prgress tward gals Rarely engages schl leaders n using data t infrm schl plans and gals Supprts schl leaders use f data t infrm schl plans and gals but rarely ensures alignment t visin and gals Supprts schl leaders t develp data-infrmed schl plans and gals that are aligned t the s visin and gals Engages schl leaders cllabratively t use data t infrm schl plans and gals that are aligned t the s visin and gals

3 COMPONENT : VISION AND GOALS (CONTINUED) C. BUILDS A CULTURE FOCUSED ON SERVICE TO SCHOOLS AND STUDENT OUTCOMES Rarely respnds t schl issues that interfere with a fcus n teaching and Respnds t schl issues as they arise and is smetimes able t keep such issues frm interfering with a fcus n teaching and Respnds t schl issues as they arise and is cnsistently able t keep such issues frm interfering with a fcus n teaching and Builds strategies t address schl issues that have the ptential t distract frm a fcus n teaching and Rarely respnds t schl leader requests fr autnmy, tls, r supprt structures Respnds incnsistently t schl leaders requests fr autnmy, tls, and supprt structures t meet their schl s needs Prvides schl leaders with the necessary autnmy, tls, and supprt structures t meet their schl s needs Builds capacity f schl leaders t effectively manage autnmy, tls, and supprt structures t meet their schl s needs Rarely engages schl leaders r stakehlders in nging imprvement strategies Engages schl leaders and stakehlders in infrmal cnversatins abut nging imprvement at the level Has frmal prcesses t engage schl leaders and ther stakehlders abut nging imprvement strategies at the level Actively slicits cnstructive and candid feedback frm schl leaders and ther stakehlders t infrm nging imprvement strategies at the level Unable t cmmunicate infrmatin abut and/r cnnectins between initiatives, prgrams, and departments that fcus n visin Prvides infrmatin abut but cannt always articulate cnnectins between initiatives, prgrams, and departments that fcus n the s visin Supprts schl leaders in priritizing and making cnnectins between the initiatives, prgrams, and departments that fcus n the s visin Engages cllabratively with schl leaders t priritize and make cnnectins between initiatives, prgrams, and departments that fcus n the s visin D. ADVOCATES FOR CULTURAL COMPETENCE AND A COMMITMENT TO EQUITY Avids cnversatins abut diversity and demnstrates limited awareness f the impact f cultural cmpetency n student Participates in cnversatins abut cultural cmpetency, but rarely initiates cnversatins r cnnects them t student Initiates cnversatins abut cultural cmpetency as well as abut hw they may impact student Develps ther staff s cllective capacity t engage in cnversatins abut cultural cmpetency as well as hw they may impact student Rarely addresses situatins where students are systematically excluded frm accessing rigrus pprtunities Supprts implementatin f systems that prvide sme students with access t rigrus pprtunities Supprts schl leaders with the implementatin f equitable systems t ensure all students have access t rigrus pprtunities Changes practices including nes that have deep rts in rder t create equitable systems and prcedures that ensure all students have access t rigrus pprtunities Rarely addresses statements and attitudes that reflect lw expectatins fr students and cmmunities Attempts t address statements and attitudes that reflect lw expectatins fr students and cmmunities Cnsistently and effectively addresses statements and attitudes that reflect lw expectatins fr students and cmmunities Practively wrks t change attitudes that reflect lw expectatins fr students and cmmunities

4 COMPONENT : TEACHING AND LEARNING IN USE A. SUPPORTS THE DEVELOPMENT OF RIGOROUS CURRICULA AND ASSESSMENTS ALIGNED TO STATE STANDARDS Allws schls t use curricula, curricular materials, and assessments that are nt aligned t rigrus state standards Prvides curricula, curricular materials, and assessments but des nt mnitr their alignment t rigrus state standards Ensures that curricula, curricular materials, and assessments aligned t rigrus state standards are available -wide Mnitrs and adjusts available curricula, curricular materials, and assessments t ensure they are high quality and aligned t rigrus state standards curriculum and assessment initiatives Rarely prvides curriculum-fcused prfessinal develpment t schl leaders Smetimes prvides the delivery f curriculum and assessment-fcused prfessinal develpment fr schl leaders Prvides jb-embedded prfessinal pprtunities fr schl leaders and educatrs t build understanding f and ability t implement curricula t meet student needs in their schls Demnstrates expertise arund rigrus implementatin f state standards and builds capacity f schl leaders and educatrs t implement curricula t meet student needs in their schls Draws incrrect cnclusins frm data r educatr input when making revisins t curricula r -wide assessments Uses limited data t revise curricula and -wide assessments but des nt seek input frm educatrs Oversees revisins t curricula and -wide assessments based n student utcmes and input frm educatrs Builds cmmitment t rigrus curricula and assessments by systematically engaging educatrs in a revisin prcess that is based n student utcmes B. SUPPORTS QUALITY INSTRUCTIONAL PRACTICES Prvides incnsistent supprt in the use f instructinal strategies that supprt student Attempts t ensure schl leaders and educatrs use a few cmmn instructinal strategies that meet student needs and drive student Supprts schl leaders and educatrs in identifying and implementing rigrus instructinal strategies that meet student needs and drive student Slicits feedback frm schl leaders and educatrs t identify and implement rigrus instructinal strategies that meet all student needs Rarely supprts the develpment f educatr capacity t adapt and differentiate instructin Respnds t specific pprtunities t supprt the develpment f educatr capacity t adapt and differentiate instructin Delivers -wide prfessinal develpment fr educatrs t develp capacity t adapt and differentiate instructin Prvides jb-embedded prfessinal pprtunities that mdel expert strategies fr adapting and differentiating instructin t ensure that all students master cntent

5 IN USE COMPONENT : TEACHING AND LEARNING (CONTINUED) C. PROVIDES INTEGRATED DATA SYSTEMS TO ALLOW SCHOOLS AND DEPARTMENTS TO ACCURATELY ANALYZE STUDENT DATA AND DRIVE INSTRUCTIONAL PRACTICE Rarely cllects, stres r tracks data fr schl leaders use in a systematic r easily accessible way Cllects and stres data but des nt supprt schl leaders in identifying student utcme trends r drive cntinuus imprvement Prvides timely and usable data t schl leaders t supprt them in identifying relevant student utcme trends and drive cntinuus imprvement Develps and/r implements an accessible data-tracking system that allws schl leaders t identify relevant student utcme trends and drive cntinuus imprvement in real time Rarely priritizes r fcuses n data-driven instructin Engages schl instructinal leaders infrmally abut their implementatin f data driven instructin Prvides nging feedback and supprt t schl instructinal leaders n their implementatin f data driven instructin Ensures every schl is implementing a rbust prcess fr using data t change instructin Decisins abut staffing, resurce allcatin, and instructinal imprvement strategies are nt infrmed by data Analyzes sme data t infrm decisins abut staffing, resurce allcatin, and instructinal imprvement strategies Analyzes schl- and -wide trends frm multiple data surces t infrm decisins abut staffing, resurce allcatin, and instructinal imprvement strategies Builds capacity f staff t analyze schl- and -wide trends frm multiple data surces t infrm decisins abut staffing, resurce allcatin, and instructinal imprvement strategies D. UTILIZES PROFESSIONAL LEARNING TO DEVELOP THE CAPACITY OF ALL EDUCATORS AND SCHOOL INSTRUCTIONAL LEADERS Rarely expects r supprts schl instructinal leaders t distribute teaching and respnsibilities t ther educatrs Smetimes respnds t schl instructinal leaders requests fr distributed leadership pprtunities that supprt and teaching Supprts schl instructinal leaders in creating and implementing systems and structures fr distributed leadership that supprt teaching and Develps schl instructinal leaders ability t grw and manage talent thrugh systems and structures fr distributed leadership that supprt teaching and Rarely engages with schl instructinal leaders r educatrs abut peer feedback, cllabratin, and innvatin Engages infrmally with educatrs and schl instructinal leaders abut peer feedback, cllabratin, and innvatin Establishes prfessinal cmmunities that supprt peer feedback, cllabratin, and innvatin amng schl instructinal leaders and educatrs Mnitrs and evaluates effectiveness f prfessinal cmmunities that supprt peer feedback, cllabratin, and innvatin amng schl instructinal leaders and educatrs Rarely prvides prfessinal develpment t schl instructinal leaders and educatrs that is cnsistent with adult strategies Attempts t prvide prfessinal develpment pprtunities fr schl instructinal leaders that is cnsistent with adult strategies Prvides jb-embedded prfessinal pprtunities fr schl instructinal leaders and educatrs that are cnsistent with adult strategies Builds capacity f schl instructinal leaders t develp and execute high quality prfessinal develpment fr educatrs that is cnsistent with adult strategies t supprt and schl gals 5

6 COMPONENT : PEOPLE, SYSTEMS, AND OPERATIONS IN USE A. INCREASES SCHOOL LEADER AND/OR DISTRICT STAFF NESS THROUGH EVALUATION AND SUPPORT Fails t incrprate student utcmes r evidence f practice when making decisins abut leader and/r staff effectiveness Uses limited evidence f practice and student utcmes t assess leader and/r staff effectiveness Uses rbust evidence f practice and student utcmes t make decisins abut individual leader and/r staff effectiveness and nging imprvement Uses cnclusins abut individual leader and/r staff effectiveness t identify pririties t imprve and drive selectin, placement, and prfessinal develpment acrss the Prvides vague, nn-specific feedback t schl leaders and/r staff and/r prvides feedback based n limited data Prvides feedback n bserved practices and sme frms f data but may emphasize actins will nt impact effectiveness Prvides frequent, individualized, and actinable feedback t schl leaders and/ r staff based n evidence frm bservatin and perfrmance data; identifies high leverage practices that if imprved will increase effectiveness Prvides cntinuus, individualized feedback as part f n-ging caching t schl leaders and/r staff; facilitates feedback cnversatins using evidence frm bservatins and student perfrmance data Rarely hlds schl and prfessinals accuntable fr implementing feedback Attempts t hld schl and prfessinals accuntable fr implementing feedback int their practice Mnitrs schl and prfessinals t ensure they implement feedback int their practice Ensures schl and prfessinals adjust their practice based n actinable feedback t identify leverage practices and t create time-bund next steps B. ENABLES SCHOOLS AND DISTRICT TO ATTRACT, HIRE, AND RETAIN TOP-QUALITY CANDIDATES AT ALL LEVELS, INCLUDING TEACHERS, SCHOOL LEADERS, AND CENTRAL OFFICE STAFF Reacts t educatr and leader vacancies n a case by case basis Has an infrmal prcess fr recruiting and selecting high-quality candidates t meet prjected vacancies Supprts the design and/r implementatin f systems fr recruiting and selecting high-quality candidates t meet prjected vacancies in a timely manner fr educatr and leader rles Regularly prvides innvative slutins fr recruiting and selecting high-quality candidates t meet prjected vacancies fr educatr and leader rles in a timely manner Rarely invlves schl leaders in recruiting, preparing, r supprting persnnel in the Advises schl leaders n strategies t recruit, prepare, and supprt persnnel in the Partners strategically with schl leaders t define prcesses that help schls recruit, prepare, and supprt persnnel Regularly seeks feedback frm schl leaders t adjust and mdify prcesses fr recruitment, preparatin, and supprt based n feedback frm schl leaders Rarely identifies r prvides leadership develpment pprtunities t emplyees in the Makes leadership develpment pprtunities knwn t emplyees in the Establishes accessible and cllabrative leadership develpment pprtunities fr emplyees t meet cmmn gals Establishes accessible and cllabrative leadership develpment pprtunities and supprts emplyees they supervise t incrprate these pprtunities int their individual develpment plans 6

7 IN USE COMPONENT : PEOPLE, SYSTEMS, AND OPERATIONS (CONTINUED) C. OBTAINS, ALLOCATES AND ALIGNS RESOURCES IN ALIGNMENT WITH DISTRICT PLAN Allcates fiscal and physical resurces withut a cherent ratinale Incnsistently distributes fiscal and physical resurces that d nt reflect current practices and d nt align t gals Allcates fiscal and physical resurces respnsibly, efficiently, and equitably in alignment with strategic pririties fr imprving student Identifies and vercmes barriers t using fiscal and physical resurces in alignment with strategic pririties respnsibly, efficiently, and effectively Rarely manages r evaluates partnership agreements effectively Incnsistently manages and evaluates partnership agreements Regularly reviews partnership agreements fr impact n student utcmes and supprts schls in managing their wn partnerships Adjusts partnership agreements based n impact n student utcmes and develps schl leaders ability t manage their wn partnerships Rarely attempts t identify r lcate additinal resurces t meet needs Has limited ability t identify and lcate additinal resurces t meet needs Seeks infrmatin abut additinal resurces and accesses thse resurces t address needs Creates and/r implements a system t lcate additinal resurces that are aligned with the s needs D. ESTABLISHES, MONITORS, AND ANALYZES POLICIES AND SYSTEMS FROM DISTRICT TO THE SCHOOL LEVEL Engages with schls in a manner that interferes with a fcus n teaching and Engagement with schls priritizes teaching and but is nt streamlined r efficient Establishes expectatins t engage schls in an efficient manner t maximize fcus n teaching and Hlds staff accuntable fr engagement with schls that is streamlined, efficient, and maximizes a fcus n teaching and Oversees department peratins that d nt cmply with federal, state, bard plicies, r with negtiated agreements Oversees department peratins that incnsistently cmply with federal, state, bard plicies, r with negtiated agreements Implements systems t ensure all department peratins cmply with federal, state, and bard plicies, as well as negtiated agreements, including meeting reprting requirements and maintaining privacy f recrds Identifies innvative strategies fr streamlining cmpliance requirements fr schls while implementing systems t ensure cmpliance with federal, state, and bard plicies, and negtiated agreements 7

8 COMPONENT : PROFESSIONAL RESPONSIBILITIES A. BUILDS PROFESSIONAL RELATIONSHIPS AND CONSTRUCTIVELY MANAGES CHANGE Struggles t build psitive relatinships with adults and/r students Incnsistently builds relatinships with adults and students Successfully builds and maintains psitive, trusting prfessinal relatinships with adults and students Slicits input frm all stakehlders n hw t strengthen trusting prfessinal relatinships with all adults and students Rarely respnds t staff pinins r cncerns abut change that impact the ; prvides minimal time r supprt fr staff t prcess r adapt t change prcess Respnds t staff pinins r cncerns abut change that impact the ; prvides sme time and supprt fr staff t prcess r adapt t change prcess Practively leads and supprts staff thrugh changes that will impact the by creating pprtunities fr them t express bth supprtive and cntrary pinins/ perceptins Frecasts changes that may impact the schl cmmunity and helps t prepare the staff t anticipate change; practively leads and supprts staff thrugh the changes that impact the by creating pprtunities fr them t express bth supprtive and cntrary pinins/perceptins B. ENGAGES IN SELF-REFLECTION AND ON-GOING PROFESSIONAL DEVELOPMENT Rarely seeks and is ften unwilling t accept feedback Rarely seeks feedback but demnstrates a nn-defensive attitude when receiving feedback n wn prfessinal practice Seeks feedback n wn prfessinal practice and demnstrates a nn-defensive attitude when receiving feedback Seeks feedback n wn prfessinal practice and mdels fr thers the ability t seek and prductively receive feedback n their prfessinal practice Rarely adapts leadership practice based n feedback Makes minr adjustments t practice based n feedback Uses feedback and data frm multiple surces t reflect upn persnal strengths and weaknesses t determine needed prfessinal Mdels fr educatrs the ability t self-reflect and adjust their practice based n that feedback Rarely engages in prfessinal pprtunities aligned with the needs f the Identifies prfessinal pprtunities based n persnal grwth areas, but des nt always align tpics with the needs f the Engages in prfessinal pprtunities aligned with the needs f the Engages in multiple prfessinal pprtunities aligned with the needs f the 8

9 C. DEMONSTRATES A PERSISTENT FOCUS ON PROACTIVE PROBLEM SOLVING COMPONENT : PROFESSIONAL RESPONSIBILITIES Easily lses fcus when prblem-slving and reacts with visible frustratin when faced with challenges Attempts t react when faced with immediate challenges, but struggles t fllw-thrugh n prblem-slving strategies Leads staff in prblem-slving prcesses t address challenges Develps thers ability t practively prblem-slve t address challenges Rarely addresses peratinal issues within a reasnable timeframe Addresses peratinal issues as they arise Implements cnsistent rutines fr addressing and reslving peratinal issues Regularly identifies ptential peratinal issues thrugh management and cmmunicatin strategies t avid issues becming crises Rarely advcates fr the diverse needs f all students Attempts t advcate fr students but rarely fcuses n all students needs Advcates n behalf f the diverse needs f all students Develps thers ability t advcate n the behalf f the diverse needs f all students in all decisin-making related t scial and academic gals D. EXHIBITS PROFESSIONALISM IN SERVICE TO ALL COMMUNITY STAKEHOLDER GROUPS Rarely respnds t the needs f families and cmmunity members in the Sets expectatins fr educatrs n the prcess fr welcming families and cmmunity members int the schl Respnds t the needs f families and cmmunity members in a timely and prfessinal manner Practively addresses the needs f families and cmmunity members by including them in decisin-making prcesses Rarely engages stakehlders regarding student r gals Transmits infrmatin abut student and gals t stakehlders Cmmunicates with stakehlders t share prgress twards meeting gals and t identify ways they can supprt student prgress Develps thers ability t meaningfully engage diverse stakehlders t share prgress tward meeting gals and identify ways t supprt student prgress Rarely demnstrates fairness when engaging with the cmmunity and educatrs Incnsistently demnstrates fairness when engaging with the cmmunity and educatrs Publicly mdels fairness and cnsistency when engaging with the cmmunity and educatrs Develps ther staff s ability t be fair and cnsistent with the cmmunity and educatrs 9