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ADMINISTRATIVE EVALUATION PLAN BC/Evaluation Forms and Leadership/Administrative Evaluation Plan

ADMINISTRATIVE EVALUATION PLAN

BC/Evaluation Forms and Leadership/Administrative Evaluation Plan

ADMINISTRATIVE PERSONNEL

Administrative personnel who are evaluated pursuant to this Administrative Personnel Evaluation Plan include the following:

Director of Programs & Support Services Director of Business Services & Facilities Director of Personnel & Compliance Director of Professional Development & District Services

Early Childhood Administrator North Shore Academy Administrator Program Coordinators

Educational and Life Skills Administrator District Services Coordinators Program Supervisors

Administrator for Technology

CABINET

Tim Thomas

Superintendent

Karen Noonan Director of Programs and Support Services

Alice Koshaba Director of Business Services and Facilities

Bill Charis Director of Personnel and Compliance

Marilee Ciello Director of Professional Development and District Services

ADMINISTRATIVE COUNCIL (Membership based on meeting agenda)

Nancy Kind Early Childhood Program Program Administrator

Jennifer Pearson Educational and Life Skills Program Program Administrator

Doug Bolton North Shore Academy Program Administrator

Carrie de la Cruz District Services Coordinator

Maggie Liddell

Andy Piper

Pam Radford

Eric Martin

Becki Streit

District Services

District Services

District Services

Administrator

LICA

Coordinator

Coordinator

Coordinator

for Technology

Executive Director

John Burmeister

Naomi Hershman

Terry Kinsey

Karolyn Berkiel

Ingrid Thompson

Mary Beth DeFauw Transition Coordinator

Tim Scotellaro

Adapted Physical

Itinerant Vision

OT/PT

Technology

Health Services

North Shore

Education

Services

Coordinator

Services

Coordinator

Academy-

Coordinator

Coordinator

Coordinator

 

Elementary

Program

Coordinator

Jackie Smith

Martha Rode

Lauren Schulman

Danielle Dubi

Mary Pat Krones ELS Program Supervisor

Susan Levi

ECP

ECP

ECP

ELS

ELS

Program

Program

Program

Program

Program

Supervisor

Supervisor

Supervisor

Supervisor

Supervisor

Mary Miller

Monica Potempa

Margaret Wade

Adam Berkson

Jan Sonderman

Leslie Amezquita

Kristin Swanson

ELS

ELS

ELS

NSA

NSA

NSA

Autism Team

Program

Program

Program

Program

Program

Program

Leader

Supervisor

Supervisor

Supervisor

Supervisor

Supervisor

Supervisor

Sheryl Goldman

Meredith Schainblatt LICA Program Supervisor

Melissa Wells

LICA

LICA

Program Supervisor

Program Supervisor

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NSSED ORGANIZATIONAL CHART

Governing Board 18 School Board Members Executive Committee 4 Governing Board Members 3 Superintendents
Governing Board
18 School Board Members
Executive Committee
4 Governing Board Members
3 Superintendents
Superintendent
Tim Thomas
Business Services
Programs & Support
Services
PERSONNEL &
& Facilities
COMPLIANCE
Professional Development &
District Services
Director – Alice Koshaba
Director - Karen Noonan
Director – Marilee Ciello
Director - Bill Charis
ADMINISTRATOR
ADMINISTRATOR
ADMINISTRATOR
EDUCATIONAL &
EARLY
NORTH SHORE
LIFE SKILLS
CHILDHOOD
ACADEMY
PROGRAM
PROGRAMS
Doug Bolton
Nancy Kind
ADMINISTRATOR
Jennifer Pearson
FOR
TECHNOLOGY
Eric Martin
DISTRICT
HEALTH
AUTISM TEAM
Program
Program
Program
Program Coordinators
SERVICES
LEADER
Supervisors
SERVICES
Supervisors
Supervisors
COORDINATOR
Karolyn Berkiel
COORDINATORS
Danielle Dubi
Kristin
TECHNOLOGY SERVICES
Ingrid
Martha Rode
Leslie Amezquita
Swanson
Mary Pat Krones
Thompson
John Burmeister
Carrie de la Cruz
Lauren
Adam Berkson
Susan Levi
ADAPTED PHYSICAL
Schulman
Maggie Liddell
EDUCATION
Jan Sonderman
Mary Miller
Andy Piper
Jackie Smith
Mary Beth DeFauw
Monica Potempa
TRANSITION
Pamela Radford
Margaret Wade
Susan Hans
PARENT MENTOR
Naomi Hershman
VISION SERVICES
Terry Kinsey
EXECUTIVE DIRECTOR
LOW INCIDENCE COOPERATIVE
AGREEMENT
OCCUPATIONAL
Rebecca Streit
&PHYSICAL THERAPY
TIM SCOTELLARO
NSA-E

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EVALUATION GOALS

The evaluation process presents a common core of desirable knowledge, dispositions and performances that will help link leadership more forcefully to productive school programs and enhanced student outcomes. The evaluation standards are aligned with the National Council for the Accreditation of Teacher Education (NCATE) curriculum guidelines for school administration and major national reports on leadership for tomorrow’s schools. This evaluation plan is a concerted effort to enhance the skills of school leaders and couple leadership with effective educational processes and valued student outcomes.

This evaluation process should stimulate vigorous thought and dialogue about quality educational leadership among stakeholders in the area of school administration. This evaluation process should also provide raw material that will help stakeholders across the District’s education landscape enhance the quality of educational leadership throughout the District’s programs.

FORMATIVE EVALUATION

Evaluations that help to shape, mold, form or improve performance during the developmental stage are formative. Evaluating administrators must provide frequent and specific feedback aimed at improving administrative personnel performance. Formative evaluations promote improvement and assist in identifying areas for personal and professional growth.

SUMMATIVE EVALUATION

Evaluations that allow final decisions about performance are summative. The annual and biennial evaluations of personnel are summative evaluations and include information from formative evaluations.

INFORMAL FEEDBACK

It is important that administrative personnel receive frequent feedback from evaluating administrators soon after each performance observation quickly enough so that administrative personnel are able to take any necessary corrective action before the next observation. This feedback will be considered informal and may take the form of a brief written note after an observation. The written note is not considered to be a part of the final, written evaluation. There should be no surprises when the formal, written evaluation is completed. Feedback should always be specific and include examples.

TENURE FOR ADMINISTRATIVE PERSONNEL

Administrative personnel achieve tenure in the District after four (4) probationary years based upon their Illinois certification. Tenure in administrative positions is not granted by the District except as indicated in single or multi-year contracts. Continuation in administrative positions is dependent upon satisfactory evaluations in all areas important to the administrator’s administrative responsibilities as determined by the administrator and the evaluating administrator in the September/October pre-evaluation meeting.

DATA COLLECTION

Administrative personnel are evaluated based upon performance data gathered by the evaluating administrators. Each administrative evaluation may be based upon the following information:

1. Attendance and punctuality

2. Collaboration skills

3. Planning that supports research based instruction

4. Mentoring staff and administrative colleagues

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5.

Competency and knowledge in fulfilling the administrative assignment

6. Timelines and accuracy of reports and assigned projects

7. Contributions to District programs

8. Contributions to District vision and mission

9. Problem identification and problem solving activities

10. Reports from activities in the member district

11. Conference and District presentations

12. Contributions to public school policy and leadership issues

DIFFERENTIATED EVALUATION FOR ADMINISTRATORS

Administrators who have completed at least four (4) complete administrative evaluations with “excellent” ratings may, upon mutual agreement between the administrative personnel and the evaluating administrator, participate in a differentiated administrative evaluation in place of the evaluation used for other administrative personnel. The District’s Differentiated Evaluation for Administrators Form shall be used.

EVALUATION TIMELINES

All administrative personnel are evaluated at least once during the term of their contract or more frequently if deemed necessary by the evaluating administrator. Single-year contractual administrative personnel shall be evaluated by February 1 st of each school year, and multi-year contractual administrative personnel shall be evaluated by February 1 of the final year of the multi- year contract pursuant to Section 24 A-15 of the Illinois School Code.

All administrative evaluations are written and include a description of the administrative personnel duties, strengths and weaknesses along with supportive data. The administrative evaluation shall be aligned with the Illinois Professional Standards for School Leaders.

Failure to evaluate and provide the administrative personnel with a copy of the evaluation at least once during the term of the contract will serve as evidence of satisfactory performance and will automatically extend the administrative personnel contact for a period of one year after the contract would otherwise expire.

Activity

Responsibility

Date

Pre-evaluation meeting to review evaluation process and the performance indicators applicable to the administrative responsibility.

Evaluating administrator and the administrator to be evaluated

September/October with ongoing feedback

Mid term informal feedback

Evaluating administrator

November/December with ongoing feedback

Final evaluation for single-year contract administrative personnel

Evaluating administrator

No later than February 1 each year

Final evaluation for multi-year administrative personnel

Evaluating administrator

No later than February 1 of the final year of the multi-year contract

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PRINCIPLES FOR LEADERSHIP STANDARDS

Leadership standards set the criteria for the evaluation of administrative personnel. In all instances, an attempt is made to follow seven (7) principles that help orient the development and selection of leadership standards:

Standards should reflect the importance of student learning. Standards should acknowledge the changing role of the school leader. Standards should recognize the collaborative nature of school leadership. Standards should be high and upgrade the quality of the profession. Standards should inform performance based systems of assessment and evaluations. Standards should be coherent. Standards should be focused on ideas of access, opportunity, and empowerment for all members of the school community.

LEADERSHIP STANDARDS

A school administrator promotes the success of all students by facilitating the development,

A

school administrator promotes the success of all students by facilitating the development,

articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community.

A school administrator promotes the success of all students by advocating, nurturing, and

A

school administrator promotes the success of all students by advocating, nurturing, and

sustaining a school culture and instructional program conducive to student learning and staff

professional development.

A school administrator promotes the success of all students by ensuring management of the

A

school administrator promotes the success of all students by ensuring management of the

organization, operations, and resources for a safe, efficient, and effective learning environment.

A school administrator promotes the success of all students by collaborating with families

A

school administrator promotes the success of all students by collaborating with families

and community members, responding to diverse community interests and needs, and utilizing

community resources.

A school administrator promotes the success of all students by acting with integrity, fairness,

A

school administrator promotes the success of all students by acting with integrity, fairness,

and in an ethical manner.

A school administrator promotes the success of all students by responding to and influencing

A

school administrator promotes the success of all students by responding to and influencing

the larger political, social, economic, legal, and cultural context.

A school administrator promotes the success of all students by supervising personnel who

A

school administrator promotes the success of all students by supervising personnel who

work under the administrator’s guidance.

LEADERSHIP STANDARDS AND PERFORMANCE INDICATORS

STANDARD ONE:

A school administrator is an educational leader who promotes the success of all students by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community.

1. The vision and mission of the program/services are collaboratively developed.

2. The vision and mission are effectively communicated.

3. The core beliefs of the vision are modeled.

4. Progress toward the vision and mission is communicated to everyone.

5. The vision and mission shape the educational programs, plans, and actions of the program/service.

6. Data related to student learning are used to develop the program/service mission and goals.

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7.

An implementation plan is developed in which objectives and strategies to achieve the vision and goals are clearly articulated.

8. Barriers to achieving the vision, mission, and goals are identified, clarified, and addressed.

9. Financial, human, and material resources are sought and obtained to support the implementation of the school mission and goals.

10. The vision, mission, goals, and implementation plans are regularly monitored, evaluated, and revised.

11. Effective communication is used at all times.

12. Effective consensus-building and negotiation skills are used.

13. Long-term plans are developed and implemented.

14. Theories of educational leadership are used to develop the program/services plans.

15. The District’s vision is advocated and communicated to others.

STANDARD TWO:

A school administrator is an educational leader who promotes the success of all students by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff’s professional growth.

1. The continuum of students’ growth and development is considered.

2. Learning theories are applied.

3. Curriculum design, implementation, evaluation, and refinement are utilized.

4. Principles of effective instruction and best practices are utilized.

5. Measurement, evaluation, and assessment strategies are a part of the program.

6. Adult learning and professional development models are incorporated.

7. The change process for systems, organizations, and individuals is considered.

8. The role of technology in promoting students’ learning and professional development are considered.

9. Classroom management is included.

10. All individuals are treated with fairness, dignity, and respect.

11. Professional development promotes a focus on students’ learning.

12. Students and staff are valued.

13. The responsibilities and contributions of each individual are acknowledged.

14. Barriers to students’ learning are identified, clarified, and addressed.

15. Diversity is considered in developing learning experiences.

16. Life-long learning is encouraged and modeled.

17. There is a culture of high expectations for self, students, and staff’s performance.

18. Appropriate technologies are used in teaching and learning.

19. Students’ and staffs’ accomplishments are recognized.

20. Multiple opportunities to learn are available to all students.

21. Curricular, co-curricular, and extra-curricular programs are designed, implemented, evaluated, and refined.

22. Decisions about curriculum are based on research, standards developed by learned societies, and the needs of the community.

23. The school’s culture and climate are assessed on an ongoing basis.

24. Multiple sources of data regarding performance are used by staff and students.

25. Various supervisory and evaluation models are employed.

26. Pupil personnel programs are developed to meet the needs of students and their families.

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27. Professional development is clearly based upon instruction and student outcomes.

28. Professional conferences are attended and program/services appropriately changed, and information is shared

29. Discusses research-based best practices in the area of administrator’s responsibility are utilized and clearly evident.

STANDARD THREE:

A school administrator is an educational leader who promotes the success of all students by

ensuring management of the organization, operations, and resources for a safe, efficient, and effective learning environment.

1. Theories and models of organizations and the principles of organizational development are utilized.

2. Principles and issues relating to school safety and security are considered.

3. Principles and issues relating to fiscal operations of school management are considered.

4. Principles and issues relating to school facilities and use of space are consistent.

5. Legal issues impacting school operations are considered.

6. Knowledge of learning, teaching, and students’ development is used to make management decisions.

7. Operational procedures maximize opportunities for learning.

8. Emerging trends are recognized, studied, and applied as appropriate.

9. Collective bargaining and other contractual agreements related to the school are effectively managed.

10. Time is managed to maximize attainment of organizational goals.

11. Potential problems and opportunities are identified, confronted, and resolved in a timely manner.

12. Resources are aligned to positive student outcomes.

13. Organizational systems are monitored on an ongoing basis and modified as needed.

14. Responsibilities are shared with staff to maximize ownership and accountability.

15. Effective problem-identification and problem-solving skills are used.

16. There is effective use of technology to manage school operations.

17. Resources of the school are managed ethically, legally, efficiently, and effectively.

18. A safe, clean, and aesthetically pleasing school environment is created and maintained.

19. Responsibility is delegated in an appropriate manner and amount.

20. A reasonable budget is developed and monitored to ensure that program/services stay within the approved budget.

STANDARD FOUR:

A school administrator is an educational leader who promotes the success of all students by

collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources.

1. Emerging issues and trends that potentially affect the school community are identified.

2. The conditions and dynamics of a diverse school community are recognized.

3. Community resources are effectively included in the school program.

4. Community relations are recognized and incorporated into the program.

5. Successful models of school, family, business, community, government, and higher education partnerships are visible in the management of the program/services.

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6.

Relationships with community leaders are identified and nurtured.

7. Information about family and community concerns, expectations, and needs is utilized.

8. There are relationships with business, political, and service agencies and organizations.

9. Individuals and groups with diverse values and opinions are treated equitably.

10. The school and community serve each other as resources.

11. Partnerships are established with area businesses, institutions of higher education, and community groups to strengthen programs and support student goals.

12. Community resources and social services are integrated to enhance student goals.

13. Multi-cultural awareness, gender sensitivity, community collaboration, and racial and ethnic appreciation are promoted and modeled.

14. A comprehensive program of community relations is established and implemented.

15. Opportunities for staff to develop collaborative skills are provided.

16. Works with dissenting community members to reach understanding.

17. Conflict resolution skills are demonstrated.

18. Parent and community input into program/services plans are considered.

STANDARD FIVE:

A school administrator is an educational leader who promotes the success of all students by

acting with integrity, fairness, and in an ethical manner.

1. The purpose of education and the role of leadership are demonstrated.

2. The values and challenges of the diverse school community are considered when planning program/services goals.

3. Professional codes of ethics are followed at all times.

4. Personal and professional values are examined and are evident.

5. Personal and professional code of ethics are demonstrated.

6. Values, beliefs, and attitudes that inspire others to higher levels of performance are demonstrated.

7. Job performance serves as a role model.

8. The impact of administrative practices on others is considered.

9. People are treated fairly, equitably, and with dignity and respect.

10. The rights and confidentiality of others are protected.

11. Appreciation for and sensitivity to the diversity in the school community is demonstrated.

12. The prevailing values of the diverse school community are examined and considered.

13. Others in the school community are expected to demonstrate integrity and exercise ethical behavior.

14. Legal and contractual obligations are fulfilled.

15. Laws and procedures are fairly applied.

16. The importance of equity in a democratic society is demonstrated.

17. Personnel assignments are equitable and based upon the strengths of personnel and required

job performance outcomes.

STANDARD SIX:

A school administrator is an educational leader who promotes the success of all students by

understanding, responding to, and influencing the larger political, social, economic, legal and cultural context.

1. Principles of representative governance are applied in the program.

2. The role of public education in developing and renewing a democratic society and an economically productive nation are discussed when making program decisions.

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3.

Program planning includes legal requirements related to the student population.

4. Models and strategies of change and conflict resolution are applied.

5. Global issues and forces affecting teaching and learning are considered.

6. Policy development and advocacy as necessary to manage programs are demonstrated.

7. A clear understanding of the roles that societal trends, issues, and potential changes in the environment play in the operation of educational programs is communicated.

8. Ongoing dialogue with and between representatives of diverse community groups is encouraged.

9. The school community works within the framework of policies, laws, and regulations enacted by local, state, and federal authorities.

10. Lines of communication are developed with decision-makers outside the school community.

11. Opportunities to shape public education policy when present are acted upon.

12. Writes clearly and succinctly and proofs material for grammar, spelling, accuracy, neatness, content, and clarity.

13. Written material is prepared in a timely manner and is within the timeline requested by supervising administrators.

STANDARD SEVEN:

A school administrator promotes the success of all students by supervising personnel who work under the administrator’s guidance.

1. Assigned evaluations are completed in a timely manner with supportive data as back up.

2. Frequent and consistent feedback to personnel prior to completing final evaluations is provided.

3. The expected criteria for successful job performance are communicated to personnel along with the basis for determining unsuccessful job performance.

4. Personnel are supervised according to research based instructional strategies.

5. Methods for personnel to conduct self-evaluations are provided.

6. Appropriate remediation as necessary is provided.

7. A variety of data sources in completing evaluations and providing supervision are utilized.

8. Research based instruction is modeled for personnel who are expected to provide research based instruction, observation and feedback are provided.

9. The manner in which student outcomes result from instruction is demonstrated.

10. Evaluations are clearly discussed in a positive manner and specific examples to highlight and demonstrate evaluation comments are communicated to staff.

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APPENDIX A

JOB DESCRIPTIONS

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APPENDIX B

EVALUATION INSTRUMENT

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DIFFERENTIATED EVALUATION FOR ADMINISTRATORS Administrative personnel who have completed at least four (4) complete

DIFFERENTIATED EVALUATION FOR ADMINISTRATORS

Administrative personnel who have completed at least four (4) complete administrative evaluations with “excellent” ratings may, upon the agreement of the administrative personnel and the evaluating administrator, complete a differentiated evaluation.

Administrator:

Date:

Evaluating Administrator:

Date:

Signature above indicates agreement to complete a differentiated evaluation.

I. Description of the differentiated evaluation activity:

II. Agreed upon outcomes:

III. Schedule of evaluation meetings:

IV. Recommendations:

V. Areas of distinction:

VI. Comments:

(Additional information may be attached on separate pages; please indicate)

After consideration of the outcomes of this differentiated evaluation activity, the summative performance is evaluated as:

Unsatisfactory

Performs at limited levels in one or more areas important to program and student success.

Satisfactory

Performs at basic and proficient levels in all areas important to program and student success.

Excellent Performs at proficient levels in all areas important to program and student success.

After completion of the differentiated evaluation, signatures below indicate that the evaluation has been discussed, personnel have a copy and understand that a copy will be placed into the personnel file, and personnel understand that they may add additional comments which will be attached to the differentiated evaluation report.

Administrator

Evaluating Administrator

Date

Date

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EVALUATION/LEADERSHIP

REFERENCES

Barkley, S., Bottoms, G., Feagin, C., and Clark, C. “Leadership matters: Building leadership capacity”. Southern Regional Education Board. Atlanta, GA. May, 2001.

Bottoms, G., O’Neill, K., and Hill, D. “Good principals are the key to successful schools: Six strategies to prepare more good principals”. Southern Regional Education Board. Atlanta, GA. June, 2003.

“Content standards for educators”. Illinois State Board of Education: Division of Professional Preparation. Springfield, IL. June, 2000.

“Illinois Professional School Leader Standards: Standards for Administrative Certification”. 23 Illinois Administrative Code: Chapter I. State Board of Education, Subchapter b., Personnel, Part 24. Illinois State Board of Education. Springfield, IL. May, 2002.

“Illinois State Standards for Director of Special Education”. 23 Illinois Administrative Code:

Chapter 1. Section 29.140. Springfield, IL. June, 2006.

“Leadership for student learning: Restructuring school district leadership”. Institute for Educational Leadership. Washington, D.C., 2001, retrieved on March 6, 2007 from

“Leadership for student learning: Reinventing the principalship”. Institute for Educational Leadership. Washington, D.C., retrieved on March 6, 2007 from

Leithwood, K., Seashore, K., Anderson, S., and Wahlstrom, K. “How leadership influences learning”. Center for Applied Research and Educational Improvement and The Ontario Institute for Studies in Education. September, 2004, retrieved on March 7, 2007 from http://www.wallacefoundation.org/KnowledgeCenter/KnowledgeTopics/EdcuationalLeadership/ HowLeadershipInfluencesStudentLearning.htm

“Preparing and supporting school leaders: The importance of assessment and evaluation”. Institute for Educational Leadership. Washington, D.C., 2005, retrieved on March 7, 2007 from http://www.iel.org/pubs/schoolleaders.pdf

“Standards for school leaders”. Interstate School Leaders Licensure Consortium, Council of Chief State School Officers. Washington, D.C. June, 1996.

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NORTHERN SUBURBAN SPECIAL EDUCATION DISTRICT

760 Red Oak Lane (847) 831-5100

Highland Park, IL 60035 FAX (847) 831-5108

www.nssed.org

ADMINISTRATIVE EVALUATION INSTRUMENT

School Year

Administrator

Evaluating Administrator

LEADERSHIP STANDARDS AND PERFORMANCE INDICATORS

STANDARD ONE:

A school administrator is an educational leader who promotes the success of all students by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community.

1. The vision and mission of the program/services are collaboratively developed.

2. The vision and mission are effectively communicated.

3. The core beliefs of the vision are modeled.

4. Progress toward the vision and mission is communicated to everyone.

5. The vision and mission shape the educational programs, plans, and actions of the program/service.

6. Data related to student learning are used to develop the program/service mission and goals.

7. An implementation plan is developed in which objectives and strategies to achieve the vision and goals are clearly articulated.

8. Barriers to achieving the vision, mission, and goals are identified, clarified, and addressed.

9. Financial, human, and material resources are sought and obtained to support the implementation of the school mission and goals.

10. The vision, mission, goals, and implementation plans are regularly monitored, evaluated, and revised.

11. Effective communication is used at all times.

12. Effective consensus-building and negotiation skills are used.

13. Long-term plans are developed and implemented.

14. Theories of educational leadership are used to develop the program/services plans.

15. The District’s vision is advocated and communicated to others.

Unsatisfactory

Comments:

Satisfactory

1

Excellent

STANDARD TWO:

A school administrator is an educational leader who promotes the success of all students by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff’s professional growth.

1. The continuum of students’ growth and development is considered.

2. Learning theories are applied.

3. Curriculum design, implementation, evaluation, and refinement are utilized.

4. Principles of effective instruction and best practices are utilized.

5. Measurement, evaluation, and assessment strategies are a part of the program.

6. Adult learning and professional development models are incorporated.

7. The change process for systems, organizations, and individuals is considered.

8. The role of technology in promoting students’ learning and professional development are considered.

9. Classroom management is included.

10. All individuals are treated with fairness, dignity, and respect.

11. Professional development promotes a focus on students’ learning.

12. Students and staff are valued.

13. The responsibilities and contributions of each individual are acknowledged.

14. Barriers to students’ learning are identified, clarified, and addressed.

15. Diversity is considered in developing learning experiences.

16. Life-long learning is encouraged and modeled.

17. There is a culture of high expectations for self, students, and staff’s performance.

18. Appropriate technologies are used in teaching and learning.

19. Students’ and staffs’ accomplishments are recognized.

20. Multiple opportunities to learn are available to all students.

21. Curricular, co-curricular, and extra-curricular programs are designed, implemented, evaluated, and refined.

22. Decisions about curriculum are based on research, standards developed by learned societies, and the needs of the community.

23. The school’s culture and climate are assessed on an ongoing basis.

24. Multiple sources of data regarding performance are used by staff and students.

25. Various supervisory and evaluation models are employed.

26. Pupil personnel programs are developed to meet the needs of students and their families.

27. Professional development is clearly based upon instruction and student outcomes.

28. Professional conferences are attended and program/services appropriately changed, and information is shared

29. Discusses research-based best practices in the area of administrator’s responsibility are utilized and clearly evident.

Unsatisfactory

Comments:

Satisfactory

2

Excellent

STANDARD THREE:

A school administrator is an educational leader who promotes the success of all students by ensuring management of the organization, operations, and resources for a safe, efficient, and effective learning environment.

1. Theories and models of organizations and the principles of organizational development are utilized.

2. Principles and issues relating to school safety and security are considered.

3. Principles and issues relating to fiscal operations of school management are considered.

4. Principles and issues relating to school facilities and use of space are consistent.

5. Legal issues impacting school operations are considered.

6. Knowledge of learning, teaching, and students’ development is used to make management decisions.

7. Operational procedures maximize opportunities for learning.

8. Emerging trends are recognized, studied, and applied as appropriate.

9. Collective bargaining and other contractual agreements related to the school are effectively managed.

10. Time is managed to maximize attainment of organizational goals.

11. Potential problems and opportunities are identified, confronted, and resolved in a timely manner.

12. Resources are aligned to positive student outcomes.

13. Organizational systems are monitored on an ongoing basis and modified as needed.

14. Responsibilities are shared with staff to maximize ownership and accountability.

15. Effective problem-identification and problem-solving skills are used.

16. There is effective use of technology to manage school operations.

17. Resources of the school are managed ethically, legally, efficiently, and effectively.

18. A safe, clean, and aesthetically pleasing school environment is created and maintained.

19. Responsibility is delegated in an appropriate manner and amount.

20. A reasonable budget is developed and monitored to ensure that program/services stay within the approved budget.

Unsatisfactory

Comments:

Satisfactory

3

Excellent

STANDARD FOUR:

A school administrator is an educational leader who promotes the success of all students by collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources.

1. Emerging issues and trends that potentially affect the school community are identified.

2. The conditions and dynamics of a diverse school community are recognized.

3. Community resources are effectively included in the school program.

4. Community relations are recognized and incorporated into the program.

5. Successful models of school, family, business, community, government, and higher education partnerships are visible in the management of the program/services.

6. Relationships with community leaders are identified and nurtured.

7. Information about family and community concerns, expectations, and needs is utilized.

8. There are relationships with business, political, and service agencies and organizations.

9. Individuals and groups with diverse values and opinions are treated equitably.

10. The school and community serve each other as resources.

11. Partnerships are established with area businesses, institutions of higher education, and community groups to strengthen programs and support student goals.

12. Community resources and social services are integrated to enhance student goals.

13. Multi-cultural awareness, gender sensitivity, community collaboration, and racial and ethnic appreciation are promoted and modeled.

14. A comprehensive program of community relations is established and implemented.

15. Opportunities for staff to develop collaborative skills are provided.

16. Works with dissenting community members to reach understanding.

17. Conflict resolution skills are demonstrated.

18. Parent and community input into program/services plans are considered.

Unsatisfactory

Comments:

Satisfactory

4

Excellent

STANDARD FIVE:

A school administrator is an educational leader who promotes the success of all students by acting with integrity, fairness, and in an ethical manner.

1. The purpose of education and the role of leadership are demonstrated.

2. The values and challenges of the diverse school community are considered when planning program/services goals.

3. Professional codes of ethics are followed at all times.

4. Personal and professional values are examined and are evident.

5. Personal and professional code of ethics are demonstrated.

6. Values, beliefs, and attitudes that inspire others to higher levels of performance are demonstrated.

7. Job performance serves as a role model.

8. The impact of administrative practices on others is considered.

9. People are treated fairly, equitably, and with dignity and respect.

10. The rights and confidentiality of others are protected.

11. Appreciation for and sensitivity to the diversity in the school community is demonstrated.

12. The prevailing values of the diverse school community are examined and considered.

13. Others in the school community are expected to demonstrate integrity and exercise ethical behavior.

14. Legal and contractual obligations are fulfilled.

15. Laws and procedures are fairly applied.

16. The importance of equity in a democratic society is demonstrated.

17. Personnel assignments are equitable and based upon the strengths of personnel and required job performance outcomes.

Unsatisfactory

Comments:

Satisfactory

5

Excellent

STANDARD SIX:

A school administrator is an educational leader who promotes the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal and cultural context.

1. Principles of representative governance are applied in the program.

2. The role of public education in developing and renewing a democratic society and an economically productive nation are discussed when making program decisions.

3. Program planning includes legal requirements related to the student population.

4. Models and strategies of change and conflict resolution are applied.

5. Global issues and forces affecting teaching and learning are considered.

6. Policy development and advocacy as necessary to manage programs are demonstrated.

7. A clear understanding of the roles that societal trends, issues, and potential changes in the environment play in the operation of educational programs is communicated.

8. Ongoing dialogue with and between representatives of diverse community groups is encouraged.

9. The school community works within the framework of policies, laws, and regulations enacted by local, state, and federal authorities.

10. Lines of communication are developed with decision-makers outside the school community.

11. Opportunities to shape public education policy when present are acted upon.

12. Writes clearly and succinctly and proofs material for grammar, spelling, accuracy, neatness, content, and clarity.

13. Written material is prepared in a timely manner and is within the timeline requested by supervising administrators.

Unsatisfactory

Comments:

Satisfactory

6

Excellent

STANDARD SEVEN:

A school administrator promotes the success of all students by supervising personnel who work under the administrator’s guidance.

1. Assigned evaluations are completed in a timely manner with supportive data as back up.

2. Frequent and consistent feedback to personnel prior to completing final evaluations is provided.

3. The expected criteria for successful job performance are communicated to personnel along with the basis for determining unsuccessful job performance.

4. Personnel are supervised according to research based instructional strategies.

5. Methods for personnel to conduct self-evaluations are provided.

6. Appropriate remediation as necessary is provided.

7. A variety of data sources in completing evaluations and providing supervision are utilized.

8. Research based instruction is modeled for personnel who are expected to provide research based instruction, observation and feedback are provided.

9. The manner in which student outcomes result from instruction is demonstrated.

10. Evaluations are clearly discussed in a positive manner and specific examples to highlight and demonstrate evaluation comments are communicated to staff.

Unsatisfactory

Comments:

Satisfactory

7

Excellent

ANNUAL ADMINISTRATIVE PERFORMANCE GOALS

Select one (1) Essential Job Function from your current job description and develop an annual goal.

Essential Job Function:

Performance Goal:

Evidence of Completion:

Resources Needed:

Goal Completion Timeline:

Select one professional goal which you believe will increase your effectiveness as an administrator in our District.

Professional Goal:

Evidence of Completion:

Resources Needed:

Goal Completion Timeline:

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EVALUATION SUMMARY

This administrator’s evaluation is summarized below:

Unsatisfactory Performs below expected levels in any area important to administrative responsibility.

Satisfactory Performs at expected or greater than expected levels in all areas important to administrative responsibility.

Excellent Performs at greater than expected levels in all areas important to administrative responsibility.

The following areas are rated Distinguished because this administrator has changed the way the District conducts business on behalf of our students and their families.

Highlighted

The administrator has read this evaluation and may wish to make additional comments on a separate sheet. If the administrator wishes to make additional comments, the additional comments must always be attached in order for this evaluation to be considered a final evaluation.

Evaluating Administrator:

Date:

Yes, I wish to add additional comments to this evaluation.

No, I do not wish to add additional comments to this evaluation.

Administrator:

Date:

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